Introduction. Dear Educator,

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2 Introduction Dear Educator, Thank you for choosing Native Words, Native Warriors. These easy to incorporate activities will inspire inquirybased learning that will teach your students how to analyze and interpret primary sources, and bring the museum experience to your classroom! Inspired by Native Words, Native Warriors, produced by the Smithsonian s National Museum of the American Indian and the Smithsonian Institution Traveling Exhibition Service, this activity focuses on artifacts, images, and documents related to American Indian code talkers during World War II. As educators, we at the ITC understand that you may need to adapt these lessons to fit the constructs of your classroom and the needs of your students. Please feel free to copy the handouts included for personal and educational purposes, or create your own, provided you credit the Institute of Texan Cultures. We hope that you will visit us at the Institute of Texan Cultures, and continue to use our classroom resources to promote your students learning experiences. If you have any questions before your visit, please do not hesitate to contact us. Best, The Institute of Texan Cultures Education and Interpretation ITCEducation@utsa.edu 2

3 Table of Contents Texas Essential Knowledge and Skills 4 Interpreting Primary Sources: Native Words, Native Warriors Instructions 6 Interpreting Primary Sources: Native Words, Native Warriors Reproducible Worksheet 7 Using Demonstration Artifacts- Teacher s Notes 9 Artifact Analysis Activity Instructions 10 Artifact Analysis Activity Reproducible Worksheet 11 Image Analysis Activity Instructions 12 Image Analysis Activity Reproducibly Worksheet 13 Document Based Question: Tradition and Technology Instructions 15 Document Based Question: Tradition and Technology Reproducible Worksheets 16 References 20 3

4 Texas Essential Knowledge and Skills Included in this curriculum are lessons that meet the following Texas Essential Knowledge and Skills (TEKS). Lessons may be adapted and/or used by additional grade levels to meet other TEKS not listed. 6.1 History. The student understands that historical events influence contemporary events. The student is expected to: (A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. 6.2 History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to: (B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;(b) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) use social studies terminology correctly;(b) incorporate main and supporting ideas in verbal and written communication based on research (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;(e) use standard grammar, spelling, sentence structure, and punctuation History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to:(a) identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor;(B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort;(c) analyze the function of the U.S. Office of War Information;(D) analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons;(e) analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps;(f) evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton; and(g) explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities. 4

5 11.26 Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:(a) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions;(b) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;(c) understand how historians interpret the past (historiography) and how their interpretations of history may change over time;(d) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;(e) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;(f) identify bias in written, oral, and visual material;(g) identify and support with historical evidence a point of view on a social studies issue or event; and(h) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) create written, oral, and visual presentations of social studies information;(b) use correct social studies terminology to explain historical concepts; and(c) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate. 5

6 Interpreting Primary Sources Estimated Time: 30 minutes Materials: Copies of reproducible Interpreting Primary Sources: Native Words, Native Warriors, pages 7-8 Instructions: 1. Review with students the difference between a primary and a secondary source. 2. Explain to the students that you will be analyzing primary sources that relate to the role of Native American Code Talkers in World War II. 3. Give each student a copy of the reproducible Interpreting Primary Sources handout. 4. Instruct students to read the first primary source and its corresponding background information silently. They may choose to underline important names, dates or concepts from the document. 5. After students have finished reading the first document, as a class, complete the first row of the analysis chart. You may help students to describe the document and identify the audience and purpose. 6. Next, ask students to read the remaining documents, complete the analysis chart and answer the remaining questions on their own. 7. Remind students that reading and understanding primary sources is an important skill to help historians understand the feelings and motivations of people from the past. Note: This assignment may be completed individually, or with a partner. 6

7 NAME: DATE: PERIOD Interpreting Primary Sources Native Words, Native Warriors Directions: Read each document and its background information, and then complete the questions that follow. Background Information: During World War I and World War II, hundreds of American Indians joined the United States armed forces and used words from their traditional tribal languages as weapons. The United States military asked them to develop secret battle communications based on their languages and America s enemies never deciphered the coded messages they sent. Code Talkers, as they came to be known after World War II, are twentieth-century American Indian warriors and heroes who significantly aided the victories of the United States and its allies. (National Museum of the American Indian 2007) Documents: From: The Commanding General. To: The Commandant, U.S. Marine Corps. Subject: Enlistment of Navaho Indians. [. ] 1. Mr. Philip Johnston of Los Angeles recently offered his services to this force to demonstrate the use of Indians for the transmission of messages by telephone and voice-radio. His offer was accepted and the demonstration was held for the Commanding General and his staff. 2. The demonstration was interesting and successful. Messages were transmitted and received almost verbatim. In conducting the demonstration messages were written by a member of the staff and handed to the Indian; he would transmit the messages in his tribal dialect and the Indian on the other end would write them down in English. 3. Mr. Johnston stated that the Navaho is the only tribe in the United States that has not been infested with German students during the past twenty years. These Germans, studying the various tribal dialects under the guise of art students, anthropologists, etc., have undoubtedly attained good working knowledge of all tribal dialects except Navaho.It should also be noted that the Navaho tribal dialect is completely unintelligible to all other tribes and all other people, with the possible exception of as many as 28 Americans who have made a study of the dialect. This dialect is thus equivalent to a secret code to the enemy, and admirably suited for rapid, secure communication. 4. It is therefore recommended that an effort be made to enlist 200 Navaho Indians for this force. In addition to linguistic qualifications in English and their tribal dialect they should have the physical qualifications necessary for messengers Maj. General Clayton B. Vogel s Recommendation Letter We had to learn other things, such as signal corps, flag hoist, blinkers we had to learn all that besides our own code, like how to set up radios to frequencies, repairs, decoding, encoding messages, and all these operations, all different kinds. Thomas H. Begay (Navajo), U.S. Marine Corps 7

8 Analyzing the Documents: 1. After reading each document and its background information, complete the following chart. Document Date Description Audience Purpose 1. Maj. General Clayton B. Vogel s Recommendation Letter 2. Statement from Thomas H. Begay (Navajo), U.S. Marine Corps Making Inferences: 3. Given the information provided in the documents, how would you describe the role of Navajo Indians in U.S. efforts during World War II? 4. What can be inferred about the role of Native American Code Talkers? Making Generalizations: 5. Complete the following statement: Although, Native Americans. 8

9 Using Demonstration Artifacts- Teacher s Notes Demonstration objects are excellent tools for introducing a topic or lesson. Select an object that is relevant to the topic, safe for handling, and highly durable or not expensive to replace. The demonstration artifact may be set up on a table in front of the room or simply passed around. Every student should have an opportunity to touch and examine the artifact. The idea is to get the students to ask and answer questions about the artifact. This is best facilitated with a set of strict protocols, called thinking routines (questioning strategies), in order to get the students engaged, to ask questions, to inquire, and to think critically. EE-8-B Field Telephone, ITC Department of Education Demonstration Collection An EE-8-B Field Telephone, available at the ITC for student and teacher use, is used as an introductory activity for the enclosed lesson. For those interested in acquiring one, EE-8-B Field Telephones may be found on ebay and other online venues for $10 to over $100. If a demonstration artifact is not accessible, you may complete the activity using the image above, but some modifications may be required. 9

10 Artifact Analysis Activity Estimated Time: 15 minutes Materials: Instructions: Demonstration artifacts Copies of reproducible Artifact Analysis Activity, page 1. After introducing a topic or theme to your class, provide students with artifacts related to the subject. 2. Give students time to handle the artifacts and examine them thoroughly. 3. As students examine the artifacts, ask them to complete an Artifact Analysis Activity worksheet for one of the artifacts. 4. To extend this activity, you may ask students to write a summary paragraph explaining what the artifact is, how it relates to the topic or theme, and what additional information they learn about the subject by examining the artifact. Note: This assignment may be completed individually, or with a partner. 10

11 NAME: DATE: Artifact Analysis Activity Directions: Complete the chart below by filling in facts & observations about the artifact you observed. What is it? Observe: Look at the artifact and list some of your observations by answering the following questions. What is the artifact made of? When was it made or used? How was it used? Who used it? Describe: Describe how the artifact looked and felt, and then draw a picture of it. Write notes that will help you remember how the artifact Draw a picture of the artifact. looked and felt. Interpret: Interpret how the artifact relates to the subject you are studying. Then compare or contrast it to something that we use today. How does this artifact relate to? Describe how this artifact is similar to or different from an item that we use today. 11

12 Image Analysis Activity Estimated Time: 15 minutes Materials: Instructions: 2-3 images (photographs, drawings, painting or cartoons) Copies of reproducible Image Analysis Activity, page 6 5. After introducing a topic or theme to your class, provide students with images related to the subject. 6. Give students time to examine the images thoroughly, and assist the students in establishing the context of the image. 7. As students examine the images, ask them to complete an Image Analysis Activity worksheet for one of the images. Note: This assignment may be completed individually, or with a partner. 12

13 NAME: DATE: Image Analysis Activity Establish the context of the image: What type of image are you examining (circle one): Photograph Drawing Painting Political Cartoon Other: What do you already know about the era of history or the culture that this image represents? Analyze the image by completing the charts: See: Use the space below to list people, objects and activities you see in the image. People Objects Activities Describe any additional observations you noticed about the image, including physical characteristics: 13

14 Think: Use the space below to answer the following questions. Now that you have had time to examine the image, write a short paragraph (minimum of 3 complete sentences) describing your overall impression of the image. Based on what you observed, describe three things you might infer about the image. Wonder: Use the space below to describe what you would like to know more about the image. Write 3 questions you would like to have answered about Describe where you might find the answer to each of the the image. questions you listed. Summarize what you learned: How does this image reflect the era of history or the culture you are studying? Image Reference: Navajo code talkers (and cousins) Preston and Frank Toledo at Ballarat, Australia, July 7, Photo courtesy National Archives. 14

15 Document-Based Question: Tradition and Technology Estimated Time: 45 minutes 1 hour (plus time outside of class to complete) Materials: Instructions: Copies of reproducible Document-Based Questions and Accompanying Documents: Tradition and Technology, pages Explain to students that a Document-Based Question (DBQ) is different from a standard essay question because it requires students to analyze historical information from a variety of sources such as photographs, maps, primary sources, etc. Like a standard essay, it does require students to have a clear thesis and argument. 2. Instruct students to write a minimum of five paragraphs responding to the following prompt: How did Native American traditions and modern technology combine to aid the United States efforts in World War II? 3. Remind students of the following strategies to help them organize and produce a successful DBQ: a. Read the question or prompt three times to ensure that you understand exactly what your task is. b. State the prompt in your own words. c. Circle or underline the main words, including instructions, dates and historical eras. d. Briefly list facts about the historical time that you already know. How would you answer this question if you had no documents to examine? e. Read each document and underline important words or phrases. Make notes in the margins about what you observe in each document. Consider the chart that you completed in the Interpreting Primary Sources Activity and make notes about the source including date, description, audience and purpose. f. Based on what you have already learned, and what you found in the documents, write a thesis statement that clearly answers the question. g. Write your thesis or introductory paragraph to include 3 sentences: 1. An introductory sentence that defines the time and topic that you are writing about 2. Your thesis statement 3. A final sentence stating three topics you plan to write about that will help you prove your thesis h. Write three body paragraphs based on the topics listed in the introductory paragraph. Remember to use outside information from your brainstorming and support it with references to the documents provided. Example: In his letter to Henry Lee, Washington argues that (Document C). i. Complete each body paragraph with a concluding sentence that relates back to the thesis, and then begin the next paragraph with a transitional sentence. j. In your conclusion paragraph, write 2 sentences: 1. Restate your thesis. 2. Summarize the facts that you used to prove your thesis. 15

16 NAME: DATE: PERIOD Document-Based Question Tradition and Technology Directions: Write a five-paragraph DBQ-style essay responding to the following prompt. Include interpretations of the documents attached and your knowledge of the historical period. How did Native American traditions and modern technology combine to aid the United States efforts in World War II? When writing, use these helpful hints: a. Read the question or prompt three times to ensure that you understand exactly what your task is. b. State the prompt in your own words. c. Circle or underline the main words, including instructions, dates and historical eras. d. Briefly list facts about the historical time that you already know. How would you answer this question if you had no documents to examine? e. Read each document and underline important words or phrases. Make notes in the margins about what you observe in each document. Consider the chart that you completed in the Interpreting Primary Sources Activity and make notes about the source including date, description, audience and purpose. f. Based on what you have already learned, and what you found in the documents, write a thesis statement that clearly answers the question. g. Write your thesis or introductory paragraph to include 3 sentences: 1. An introductory sentence that defines the time and topic that you are writing about 2. Your thesis statement 3. A final sentence stating three topics you plan to write about that will help you prove your thesis h. Write three body paragraphs based on the topics listed in the introductory paragraph. Remember to use outside information from your brainstorming and support it with references to the documents provided. Example: In his letter to Henry Lee, Washington argues that (Document C). i. Complete each body paragraph with a concluding sentence that relates back to the thesis, and then begin the next paragraph with a transitional sentence. j. In your conclusion paragraph, write 2 sentences: 3. Restate your thesis. 4. Summarize the facts that you used to prove your thesis. *Documents begin on next page. 16

17 Document A: From: The Commanding General. To: The Commandant, U.S. Marine Corps. Subject: Enlistment of Navaho Indians. [. ] 5. Mr. Philip Johnston of Los Angeles recently offered his services to this force to demonstrate the use of Indians for the transmission of messages by telephone and voice-radio. His offer was accepted and the demonstration was held for the Commanding General and his staff. 6. The demonstration was interesting and successful. Messages were transmitted and received almost verbatim. In conducting the demonstration messages were written by a member of the staff and handed to the Indian; he would transmit the messages in his tribal dialect and the Indian on the other end would write them down in English. 7. Mr. Johnston stated that the Navaho is the only tribe in the United States that has not been infested with German students during the past twenty years. These Germans, studying the various tribal dialects under the guise of art students, anthropologists, etc., have undoubtedly attained good working knowledge of all tribal dialects except Navaho.It should also be noted that the Navaho tribal dialect is completely unintelligible to all other tribes and all other people, with the possible exception of as many as 28 Americans who have made a study of the dialect. This dialect is thus equivalent to a secret code to the enemy, and admirably suited for rapid, secure communication. 8. It is therefore recommended that an effort be made to enlist 200 Navaho Indians for this force. In addition to linguistic qualifications in English and their tribal dialect they should have the physical qualifications necessary for messengers Maj. General Clayton B. Vogel s Recommendation Letter Document B: We had to learn other things, such as signal corps, flag hoist, blinkers we had to learn all that besides our own code, like how to set up radios to frequencies, repairs, decoding, encoding messages, and all these operations, all different kinds. Thomas H. Begay (Navajo), U.S. Marine Corps 17

18 Document C: FIELD SIGNAL BATTALION SPECIALIST TRAINING REGIMENT, MARINE TRAINING COMMAND SAN DIEGO AREA, CAMP PENDLETON, OCEANSIDE, CALIFORNIA MASTER SCHEDULE NAVAJO TALKERS COURSE (4 weeks) 1 February, Printing and Message Writing Navajo Alphabet Navajo Vocabulary Wire Ties and Splices 5 5. Wire Laying 5 6. Pole Climbing 5 Document 7. Telephone D: and Switchboard Operation 5 8. Voice Procedure Message Center Operation and Procedure Navajo Message Transmission SCR_300_ TRX Organization of Infantry Regiment 5 Total Hours.175 Master Schedule, Navajo Talkers Course, February 1, 1945, U.S. Marine Corps Document D: Navajo code talkers (and cousins) Preston and Frank Toledo at Ballarat, Australia, July 7, Photo courtesy National Archives. 18

19 Document E: HON. MARK UDALL of Colorado In the House of Representatives Wednesday, July 25, 2001 Mr. Udall of Colorado. Mr. Speaker, I rise today to pay tribute to the original 29 Navajo Code Talkers, who courageously served this country during WWII. The original 29 Navajo code talkers developed a Navajo languagebased code to transmit information while in the Pacific theatre. Their efforts were invaluable to this nation and helped bring the war in the Pacific to a close, impacting all Americans. Today these men or their surviving family members are receiving Congressional gold medals of honor as a symbol of our Nation's appreciation for their valor. In early 1942 the Marines started to recruit Navajo men to serve as code talkers in the Pacific. The Marines were searching for a code, which the Japanese would be unable to break. Since the Navajo language is incredibly complex and consists of complicated syntax and tonal qualities, plus different dialects, it was an ideal code. The original 29 Navajo Code Talkers developed a code dictionary, which had to be memorized. This code consisted of English translations of Navajo phrases. The Japanese were never able to break the complicated code. The Navajo Code Talkers successfully sent thousands of messages, enabling the Marines and this Nation to achieve victory. The war in the Pacific was brought to a close with the help of these original 29 Navajo code talkers and the hundreds of code talkers who followed. The Navajo, who bravely served this country, despite poor governmental treatment at home, should be commended for their service. I would ask my colleagues to join me, now and forever, in paying tribute to the original 29 Navajo Code Talkers who bravely served this nation. I am including an article from a recent edition of Indian Country Today, which recognizes the significant contributions of the Navajo Code Talkers. Tribute to the Original 29 Navajo Code Talkers, Congressional Record Document F: President George W. Bush presents the Congressional Gold Medal to four of the original 29 Navajo code talkers, Washington D.C., July 26, Photography by Paul Morse/The White House 19

20 References National Museum of the American Indian. Native Words, Native Warriors Intro. In Native Words, Native Warriors, (2007). Internet online. Available from [14 November 2013]. National Museum of the American Indian, Museum Panel for Native Words, Native Warriors. Washington D.C., U.S. Congress. House. General Session. Tribute to the Original 29 Navajo Code Talkers. 107th Cong., 1st sess., July 25, Vol. 47, pt. 10. U.S. Department of Defense. Master Schedule, Navajo Code Talkers Course. Camp Pendleton, Oceanside, California: U.S. Marine Corps, 1 February U.S. National Archives and Records Administration. Records of the United States Marine Corps. Maj. General Clayton B. Vogel s Recommendation Letter Available [Online]: [14 November 2013]. 20