Multi-Text Study



Multi-Text Study

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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.”

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Navajo Long Walk by Nancy M. Armstrong

Multi-Text Creator: Chad Stevens

Multi-Text Outline

of the

Navajo Indians

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Week 1

Day 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/Individual

Begin the Character Log (Page 8: Individual)

Day 4: Read Chapters 5-8 (p.23-44) Whole Group/Individual

Vocabulary Activities (Page 9: Individual)

Add to Character Log

Day 5: Read Chapters 9-14 (p.45-77) Whole Group/Individual

Synonyms and Antonyms Sheet (Page 11: Individual)

Add to Character Log

Week 2

Day 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/Individual

Descriptive Summary Activity (Page 13: Individual)

Day 8: Begin the Code Talkers Novel

Introduce Book, Read Chapters 1-2 (p.5-18) Whole Group/Individual

Character Sketcher/Traits (Page 14-15: Individual)

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

Character Log (Page 16: Individual)

Day 10: Read Chapter 6 (p.33-37) Whole Group/Individual

Listen to FDR’s “Infamy” Speech

Writing Activity (Page 17: Individual)

Week 3

Day(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/Individual

Navajo Code Activity (Page 20: Small Groups)

Day(s) 14 & 15: Read Chapters 14-17 (p.95-119) Whole Group/Individual

Vocabulary Words (Page 34: Individual)

Discuss the 7 virtues of Bushido (Whole Group)

Students Create Their Own Code (Page 35: Small Groups)

Week4

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

Day 17: Read Chapters 21-23 (p.146-171) Whole Group/Individual

Write Letter to Home (Page 36: Individual)

Day 18: Read Chapters 24-26 (p.172-195) Whole Group/Individual

Google Earth Trip (Page 37: Whole Group)

Word Search (Page 38: Individual)

Day 19: Read Chapters 27-29 (p.196-214) Whole Group/Individual

Ending 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)

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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 Chart

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

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|What do I Know? |What do I Want to know? |What did I Learn? |

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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: ____________________________________________________________________________________________________________

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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 Log

At 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 |

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|Small Burro |Gray Dog |Cpt. Kit Carson |Many Goats |Long Earrings |

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|Ganada Mucho |Jeff |Little Mare |Smoke |Dawn Flower |

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Vocabulary Activities

Ch. 5-8

(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.26 | |

|flank, p.27 | |

|adobe, p.30 | |

|scarcely, p.34 | |

|ravenous, p.36 | |

|rations, p.41 | |

|ewe, 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.

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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 |

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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

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Artistic Representation

(Use the next page to illustrate the character.)

Character Log

As 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

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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:



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

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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 Activities

Ch. 7-10

(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 | |

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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 Activities

Ch. 14-17

(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. Rectitude

2. Courage

3. Benevolence

4. Respect

5. Honesty

6. Honor

7. 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.

[pic]

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

[pic]

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 II

r 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 War

On 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:

(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.



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.

[pic]

“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 STANZA

I 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 STANZA

I 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 STANZA

I 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, , 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:

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:

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Navajo Long Walk by Nancy M. Armstrong

Grades 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.

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Code Talker by Joseph Bruchac

Grade 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.

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The Navajo by Alice Osinski

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The Navajo Nation by Sandra M. Pasqua

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The Navajo by Natalie M. Rosinski

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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

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Sing Down the Moon by Scott O’ Dell

Grades 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.

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Navajo ABC: A Diné Alphabet Book by Luci Tapahonso and Eleanor Schick

Grades 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.

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Navajo Code Talkers by Andrew Santella

Grades 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.

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The Magic Weaver of Rugs by Jerrie Oughton

Grades 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.

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How the Stars Fell into the Sky by Jerrie Oughton

Grades 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 5 |

|These goals were met in a variety of ways. The students used |1.01 Expand and refine vocabulary through knowledge of prefixes, |

|dictionaries to look up and define new words. Through group |suffixes, roots, derivatives, context clues, and etymologies (word|

|readings, the students engaged in discussions about the text, and |origins) to assist comprehension. |

|made decisions based on what they read. Key words were pulled from| |

|the text and students had to recognize what these words meant in |1.02 Select key vocabulary critical to the text and apply |

|the context of the story. |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 |2.02 Interact with the text before, during, and after reading, |

|they already knew and what they wanted to know. After reading some|listening, and viewing by: |

|informational texts in small groups, students added to their K-W-L|making predictions. |

|what they had learned. Students also used the cover and title of |formulating questions. |

|Navajo Long Walk to make predictions about the story. Also, an |supporting answers from textual information, previous experience, |

|internet workshop was used to seek additional information and |and/or other sources. |

|support answers found within the text. A character sketcher |drawing on personal, literary, and cultural understandings. |

|activity was used, as well as the creation of a wanted poster. |seeking additional information. |

|These activities forced students to draw upon the knowledge gained|making connections with previous experiences, information, and |

|from the text and create their own ideas from that knowledge. |ideas. |

|Students created a character log for both Navajo Long Walk and |3.01 Respond to fiction, nonfiction, poetry, and drama using |

|Code Talker. Throughout the text, students would add to their |interpretive, critical, and evaluative processes by: |

|character log things that they had learned about them. There was |analyzing word choice and content. |

|also a character sketcher created for a character in the story. |examining reasons for a character's actions, taking into account |

|For the Code Talkers, students put themselves in the place of a |the situation and basic motivation of the character. |

|Navajo marine and created a letter to send home. Students also |creating and presenting a product that effectively demonstrates a |

|listened to FDR’s Infamy speech and wrote a response to it. |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 5 |

|Through our study of Navajos, we were able to identify ways in which |1.06 Explain how people of the United States and other countries of |

|these people adapted to and modified their environment in order to |North America adapt to, modify, and use their physical environment. |

|live. | |

|Students went on a web quest in which they identified when, where, and|4.02 Explain when, where, why, and how groups of people settled in |

|why Navajo Indians migrated from Canada and Alaska into southwestern |different regions of the United States. |

|United States. Students also examined the impact of World War II on | |

|Navajo Indians, and how the war changed their lives. |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

| |Your Points/Total Points Possible |

|Activity/Criteria | |

|K-W-L | |

|All components are complete. |/10 |

|Good questions are composed for the W column. | |

|Response shows new learning in the L column. | |

|Cover/Title Prediction Sheets | |

|All components are complete. |/10 |

|Thought is apparent in predictions made about the book. |(5 pts each) |

|Learner shows some prior knowledge when answering. | |

|Character Log(s) | |

|All characters have been examined and list is complete. |/30 |

|An attempt has been made to discuss all characters in-depth. |(15 pts each) |

|Vocabulary Activities (5 total) | |

|All components are complete. |/25 |

|Assignments are correct. |(5 pts each) |

|Definitions are “child friendly”. | |

|Word Recognition Sheet | |

|All components are complete. |/5 |

|Assignments are correct. | |

|Thought is given when responding to questions. | |

|Descriptive Summary | |

|All components are complete. |/5 |

|Reflective thinking was shown in answers. | |

|Character Sketcher | |

|Accurate description is given with details. |/8 |

|Artistic representation illustrates a good amount of effort. | |

|FDR Speech Response | |

|Response demonstrates adequate thought. |/7 |

|Response is reasonable in length. | |

|Wanted Poster | |

|Artistic representation is thoughtful and creative. |/8 |

|Poster illustrates creative ways to attract Navajos. | |

|Navajo Code Activity | |

|Students demonstrated an ability to work well in small groups. |/10 |

|Coded messages related to the topic. | |

|Creating Code of Ethics | |

|Students demonstrated an ability to collaborate in a small group setting. |/5 |

|Code illustrates a reasonable amount of thought and effort. | |

|Letter to Home | |

|Letter demonstrates an understanding of the current situation. |/5 |

|Letter expresses ideas and thoughts faced by Navajos during the Pacific campaign of WWII. | |

|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. |/10 |

|Poem uses creative words and similes. | |

|Reader can adequately identify with the character. | |

|Internet Workshop | |

|All components of the workshop are complete. |/10 |

|Responses are accurate. | |

| | |

|Total Points Achieved |/155 |

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Mesa

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