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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