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The Navajo Long Walk to Bosque RedondoA WebQuest for Grade 5

Designed by Diane Vachondvachon@saintv.org

June 18, 2003

IntroductionThe Long Walk was a sad chapter in the history of the

Navajo people. With westward expansion of the white man, it became more and more difficult for the two cultures, Native American and European settlers to live in peace. In 1864, led by the army of Kit Carson, up to 8000 Navajos were rounded up and forced to leave their homes and walk more than 300 miles from the Four Corners area of Arizona, New Mexico, and Colorado to Bosque Redondo, a desolate land on the Pecos River in eastern New Mexico. Many Navajos did not survive the journey and many died at Bosque Redondo. By 1868, 25% of the Navajo had died. A treaty was signed in 1868 giving the Navajo the reservation that included their old homeland.

What was the Long Walk and how did if affect the people, both Navajo and white, involved?

Task

For the first part of your WebQuest you will work in groups of four and research this period and area of American

history. You will write a research paper using your group’s findings. Your final paper will be done individually.

Then, you will go back in time to 1864 New Mexico. Your Navajo family’s village has been attacked and soldiers

are everywhere. The Long Walk for you and your family has begun. You will keep a daily journal of your experiences on your journey and at Fort Sumner and Bosque Redondo.

Your grandmother is a wise old woman who tells the traditional tales of your people.

She helps take your mind off of your hunger, thirst, cold, and pain by telling stories. You will read several examples of traditional Navajo tales and present one of them to the class. You can present it using HyperStudio, ask a friend or family member to videotape you telling the story, or tell the story to the class live.

When this nightmare ends you will want to return to your home so you will make a map of the region to help you find your way back some day.

The ProcessTask 1: Research Paper

You will work in assigned groups of four. Investigate what life was like in 1864 New Mexico. Research the life of the Navajo before the forced Long Walk and during the Long Walk. Describe the territory and its physical features. This research will help you with your tasks of map-making and journal writing later. Look at pictures and maps of the Southwest.

The following questions will help guide you in your research:

What was the relationship like between the Navajos and other people in New Mexico in 1864?What was life like for the Navajo people before the white man came?How did the coming of the white man affect the Navajo?Why did the Long Walk take place?Why were the Navajo rounded up and forced from their homes?How were the Navajos forced to leave?What did the public think of this at the time?Did any Navajo people escape Kit Carson’s soldiers? What happened to them?What was the route of the Long Walk?Who was involved on both sides?What did the Navajo encounter along the walk?What was life like for the Navajo people at Bosque Redondo?How long were the Navajo people kept from their homeland?How was the situation between the Navajo people and the U.S. government resolved?How did this resolution affect the Navajo?

Be sure to use the resources listed at the end of The Process section of this WebQuest to help you in your research. You will use the information your group members gathered to individually write a two to three page report. Your paper should be typed in Word and double-spaced, with 14-point font. Be sure to proofread your paper carefully for grammar and spelling errors. Your group members can help with ideas and proofreading drafts, but your final paper will be done alone. You must include a bibliography stating at least seven sources, five of which should be electronic resources. Use the bibliographic style provided in the study notes of your student planner.

Task 2: Journal Writing

For this task you will assume the identity of a Navajo boy or girl whose family is forced on the

Long Walk. Keep a journal of your experiences. You must include seven entries. These can be hand written or word-processed and each must be one half to one page long. Use what you learned during your research for task 1 to help you. Your entries can describe your fears for you and your family, people you meet along the way (other Navajos, soldiers, or white settlers), places and things you see along the way, events that occurred, how you spent your days, the pain and suffering you or your loved ones endured, your treatment at Bosque Redondo, your return to your homeland, or any number of other things. Use your imagination! Pay attention to spelling and grammar.

Task 3: Story Presentation

Traditional Navajo tales have been told and retold for generations. People on the Long Walk and at Bosque Redondo sit and listen to your grandmother tell the tales of your people. This helps them keep in touch with their people and traditions and helps them to forget their troubles if only for a short time.

For this task you will read some examples of traditional Navajo folktales and myths. Ideas are given in the Resource section below. Choose a story to present to the class. You can do this in one of several ways. You could practice the story as a traditional storyteller would and tell it to the class. You could videotape yourself telling the story. Or you could use HyperStudio to draw and present your story. Remember, a storyteller makes the story his or her own without changing the essence of the story. Your presentation should not be exactly like the story you read.

Task 4: Map-making

Someday you hope to return to your homeland with your family. For this task you will map out your

journey from western New Mexico to Bosque Redondo. Include on your map the states and territories of the area as they were in 1864. Also include mountain ranges, rivers, lakes, or any other important features. Are there settlements or forts nearby? Your research from Task 1 will help you. Be sure to include a map legend and distance scale. Your map may be done by hand, on the computer using drawing tools, or go online to http://www.tomsnyder.com/products/productdetail.asp?PS=MTKMTK for Mapmakers Toolkit. Pay attention to accuracy, spelling, and neatness. You will complete this task with one partner from your team of four that worked together for Research in task 1. You and your partner will work together and turn in one map.

ResourcesWebsites

http://www.smithsonianmag.si.edu/smithsonian/issues97/dec97/bosque.htmlExcerpt from The Long Walk to Bosque Redondo in “Smithsonian Magazine.”

http://www.cia-g.com/%7Erockets/nmnavajo.longwalk.htmDiscusses the history leading up to The Long Walk and Kit Carson’s leadership against the Native Americans.

http://www.csulb.edu/projects/ais/nae/chapter_3/001_002_3.21.jpg Long Walk of the NavajoPhotograph of the Navajo gathered at Fort Sumner before removal to the Bosque Redondo reservation

http://www.viewzone.com/day3w.html The Long Walk of the Navajos: The Emigration of Navajo Indians to Fort Sumner, New Mexico

http://www.niti.org/users/tushka/navajo/longwalk.html The Long Walk

http://www.museumeducation.org/phototour/curricula_phototour_sumner.html Museum of New MexicoExploring the Long Walk Photo Tour

http://www.museumeducation.org/curricula_brochure_sumner.html Museum of New MexicoThe Bosque Redondo Memorial

http://hanksville.org/NAresources/ Index of Native American Resources on the Internet

http://coe.west.asu.edu/students/stennille/ST3/navajos2.html#index Links to Navajo cultural information, folktales and legends, children’s books and more.

http://www.infomagic.net/~keyah/1868treaty.htmTreaty of 1868 Commemoration DayProvides a copy of the treaty of 1868 between the U.S. and the Navajo people.

http://www.navajo.orgOfficial Website of the Navajo Nation provides current information and legislative news.

http://www.geocities.com/Baja/Dunes/2319/native.html Provides links to information on Navajo land disputes and genocide of Native Americans.

Databases and Reference Resourceshttp://lore.inspire.net/referer.php?service=kidsInspire Kids provides journal articles.

http://80-enw.softlineweb.com.proxy.ulib.iupui.edu/ethnic.htmEthnic News Watch provides journal articles.

Encarta Encyclopedia 2000. Microsoft Corp.

Informational SoftwareThe American Indian: A Multimedia Encyclopedia. Facts on File, Inc.

This CD-ROM is a guide through the culture and history of American Indian tribes, including the Navajo and their ancestors. It covers major regions and families from the pre-Columbian era to the

present and contains details and insight into North American folklore and religion.

American Journey: The Native American Experience. Gale Group.This resource focuses on Native Americans from the U.S. It

includes hyperlinks, timelines, maps, picture albums, and full-text search capabilities. Topics include creation myths, the Indian Wars, the American Indian Movement, language, land, environment, and casino gambling.

Native Americans: People of the Desert. Rainbow Educational Media.This CD-ROM is part of a series entitled Native Americans. You

could use it to learn about the history, languages, cultures, and social customs of Native Americans from the southwestern desert of the U.S. and be able to compare the different cultures.

BooksBonvillain, Nancy. The Navajos: People of the Southwest. Conn.: Millbrook Press, 1995. This book covers a variety of subjects ranging from the Navajo ancestors from Canada to the Navajo today. The history of the confrontations between the Navajo and the U.S. army leading to the Long Walk of 1864 and the imprisonment of Navajo people is discussed in detail. Subjects include community life, religion, history, work, income, and education. J970.1

Bruchac, Joseph. Navajo Long Walk: The Tragic Story of a Proud People’s Forced March from Their Homeland. Washington D.C.: National Geographic Society, 2002.

This book gives an historical account of the Long Walk in 1864 when 8000 Navajos were forced to walk 300 miles to Bosque Redondo in eastern New Mexican. J970

Iverson, Peter. The Navajos. New, York: Chelsea House, 1990. This book covers the evolution of the Navajo culture and familial

and clan relationships dating from their earliest presence in North America to the modern Navajo. Subjects include the arrival of the white man, the Long Walk period, relocation, treaties with the U.S. government and the government’s interference in the family and education of the Navajo. J970.1

Mallinowski, Sharon and Anna Sheets. Gale Encyclopedia of Native American Tribes. Detroit: Gale, 1998. Reference

Pasqua, Sandra M. The Navajo Nation (Native Peoples). Mankato, Minn.: Bridgestone, 2000.

This book tells the history of the largest group of Native Americans in the U.S. and gives a description of their homes, education system, government, ceremonies, stories, location, and their role as code talkers during WW II. J970.1

Sneve, Virginia Driving Hawk. The Navajos. New York: Holiday House, 1993. Sneve begins her book with the Navajo creation story. She then summarizes the Navajo way of life, ceremonies, and the coming of the white man and its effect on the Navajo way of life. The author discusses battles, treaties, and the U.S. Army enforced Long Walk of 1864. Finally, how the Navajo make a living with jewelry making, weaving, and farming is briefly discussed.J970.1

Williams, Jeanne. Trails of Tears: American Indians Driven from Their Lands. Dallas, Tex.: Hendrick-Long, 1992.Describes the white man’s treatment and forcible displacement of five Indian nations of the Southwest, including the Navajo.J970.1

Wood, Leigh Hope. The Navajo Indians. New York: Chelsea House, 1991.

This book gives an account of the history of the Navajo people. Hope shares her insights on how the Navajo have adapted in the years since contact with Caucasians. J970

Folklore and Myths

http://www.sacred-texts.com/nam/nav/omni/ The Dine’: Origin Myths of the Navajo Indians

http://coe.west.asu.edu/students/stennille/ST3/navajos2.html#FolktalesNavajo Resources; includes four Navajo legends

Begay, Byrd. And It Is Still That Way: Legends Told by Arizona Indian Children. New York: Scribner, 1976.J398.2

Begay, Shonto. Ma’ii and Cousin Horned Toad: A Traditional Navajo Story. New York: Scholastic, 1992.J398.2

Duncan, Lois. The Magic of Spider Woman. New York: Scholastic, 1996.J398.2

Haile, Berard. Navajo Coyote Tales: The Curly to Aheedliini Version. Lincoln: University of Nebraska Press, 1984.398.208997

Locke, Raymond Friday. Sweet Salt: Navajo Folktales and Mythology. Santa Monica, CA: Roundtable Pub., 1990.398.208997

Historical Fiction

Although the following two books are fiction, they may give you insight into this time in history and the feelings of someone your age that is going through the Long Walk experience.

O’Dell, Scott. Sing Down the Moon. Boston: Houghton Mifflin, 1994.

Turner, Ann. The Girl Who Chased Away Sorrow: The Diary of Sarah Nita, a Navajo Girl. New York: Scholastic, 1999.

Final Products

Remember to use the resources provided to help you in your research. Each member of your group must be sure to participate equally. Take some time to discuss with your group members the different areas of research and assign subjects to each member. For example, one member might research Kit Carson and his role in the Long Walk. Another

member might research the area of the country in which this occurred. Divide the work any way you choose, but be sure each member participates. Help each other. Get ideas from each other. Read each other’s work and give constructive suggestions. Follow the guidelines in the bibliography portion of your student planner.

While preparing for your storytelling be sure to practice out loud, preferably in front of someone. This will help you feel at ease and know your story well.

You have a little more freedom when writing your journal entries. Remember the period of history and make your entries true to the era. For example, you will not have your character passing a McDonald’s and stopping for a Coke and fries. Even though this is a creative writing assignment spelling, grammar, and sentence structure are still important.

Remember to do your Personal Best.

Beauty is before me,And beauty behind me,

Above and below me hovers the beautiful,I am surrounded by it,I am immersed in it.

In my youth, I am aware of it.And in my old ageI shall walk quietlyThe beautiful road.

From a Navajo benedictory chant describing the desert

Evaluation

All tasks will be evaluated using the following rubrics. A total of 78 points is possible.

Research Paper—28 points possible Criteria for Evaluation 4 3 2 1

Content addresses topic

All content is relevant; focused on topic

Content isusually focused on topic

Content issomewhat focused on topic

Content has little or no focus on topic

Uses accurate/specific vocabulary

Always Most of the time

Attempts to use correctly

Does not use appropriate vocabulary

Uses complete sentences

No fragments or run-ons

1 fragment or run-on

2 fragments or run-ons

More than 2 fragments or run-ons

Spells words correctly

0-2 errors 3-5 errors 6-7 errors 8 or more errors

Uses correct punctuation

0-2 errors 3-5 errors 6-7 errors 8 or more errors

Uses correct capitalization

0-2 errors 3-5 errors 6-7 errors 8 or more errors

Bibliography

Followed appropriate format & had required number of sources

Some errors in format, but included required number of sources

Either did not follow format or did not have required number of sources

Did not follow format and did not have required number of sources

Journal Writing—24 points possible Criteria for Evaluation 4 3 2 1

Content addresses topic

No irrelevant content; includes 7 entries

Usually focused on topic; includes 7 entries

Somewhat focused on topic &/or includes 5-6 entries

Has little or no focus on topic &/or has less than 5 entries

Uses accurate/specifi Always Most of the

Attempts to use

Does not use

c vocabulary time correctly appropriate vocabulary

Uses complete sentences

No fragments or run-ons

1 fragment or run-on

2 fragments or run-ons

More than 2 fragments or run-ons

Spells words correctly

0-2 errors 3-5 errors 6-7 errors 8 or more errors

Uses correct punctuation

0-2 errors 3-5 errors 6-7 errors 8 or more errors

Uses correct capitalization

0-2 errors 3-5 errors 6-7 errors 8 or more errors

Story Presentation—9 points possibleCriteria for evaluation 3 2 1

Story chosen is a traditional, Navajo tale

Yes Either not traditional, or not Navajo

Neither traditional nor

Navajo

Preparation Well-preparedSomewhat prepared Not prepared

Presentation of tale

Presented tale with enthusiasm; tale holds true to print version

Important parts of story vary slightly from print version

Presented story does not follow traditional version

Map-making—12 points possibleCriteria for evaluation 4 3 2 1

Map detail/accuracy

Includes all important physical features , forts, and settlements of the area

Includes most of the important physical features, forts, and settlements of the area

Includes some of the important physical features, forts, and settlements of the area

Includes few of the important physical features, forts, and settlements of the area

Map appearance

Map is colorful and neat

Map is mostly neat and contains

Map lacks color or is not neat

Map is not neat nor colorful

some colorMap features Map

contains appropriate legend and distance scale

Map contains legend and distance scale, but not alwaysaccurate

Map lacks accurate legend or distance scale

Map lacks legend and distance scale

Self-Evaluation—5 points possible5 4 3 2 1

I was responsible while working with my group members and did my share of the work. I did my personal best at all times.

I did most of my share of the work in my group. I was helpful and did my personal best at all times.

I worked pretty well in my group. Most of the work I turned in was my personal best. I should have spent more time on some of the tasks.

I did not always cooperate with other group members and I let them do some of my share of the work. I did my personal best some of the time.

I did not cooperate at all with other group members. The work I turned in was not my personal best.

Conclusion

You have done a great job investigating the past. You have learned about a sad part of the history of the Navajo people. You have also learned about the region of the United States from which the Navajo come and still live today. You have read and heard some folktales and myths from the Navajo tradition. Share the story that you learned with your family so they can enjoy these traditional tales too.

There is a lot more to learn about the Navajo people, their history, traditions, and culture. You might want to investigate the subject of Navajo Code Talkers and the important role that some Navajo marines played during World War II. These resources will help you learn more.

http://www.history.navy.mil/faqs/faq61-2.htmNavajo Code Talkers: World War Two Fact Sheet; Prepared by Navy and Marine Corps WW II Commemorative Committee.

http://www.geocities.com/Baja/Dunes/2319/native.html Betsy Tso, Traditional Navajo This site provides links to information on Navajo land disputes, genocide of Native Americans, Navajo-Hopi land dispute, WW II Navajo code talkers, and more.

http://lore.inspire.net/referer.php?service=kids (home page- http://lore.inspire.net/)Inspire Kids. INCOLSA. 1998-2003

http://80-enw.softlineweb.com.proxy.ulib.iupui.edu/ethnic.htmEthnic NewsWatch; ProQuest Co. 2002.

Encarta Encyclopedia 2000. Microsoft Corp.

McClain, Sally. Navajo Weapon: The Navajo Code Talkers. Boulder, CO: Books Beyond Borders, 1994.940.5486

This book presents the history of the Navajo Code Talkers during WW II. It includes contributions from veterans, maps, and a glossary of words Code Talkers used.

Pasqua, Sandra M. The Navajo Nation (Native Peoples). Mankato, Minn.: Bridgestone, 2000.

This book tells the history of the largest group of Native Americans in the U.S. and gives a description of their homes, education system, government, ceremonies, stories, location, and their role as code talkers during WW II. J970.1

Educator’s PageAlthough it could be used with children in grades four and higher, this WebQuest

is intended for children in grade 5 and addresses the following fifth grade Indiana Academic Standards.

History

5.1.1 Give examples of early cultures and settlements that existed in North America prior to contact with Europeans.

5.1.6 Describe the impact of exploration and settlement by Europeans on American Indians.

5.1.7 Identify and discuss instances of both cooperation and conflict between Indians and European settlers such as agriculture, trade, cultural exchanges, and military alliances, as well as later broken treaties, massacres, and conflicts over control of the land.

5.1.21 Examine an historical narrative about an issue of the time and distinguish between statements of opinion and those that are factually grounded.

Geography

5.3.2 Name and locate states, major cities, major regions, major rivers, and mountain ranges in the U.S.

5.3.7 Describe the major ways that land was used by American Indians and colonists in each region, and explain how land use changed in the past and continues to change.

5.3.11 Give examples of how specific physical features influenced historical events and movements.

Economics

5.4.1 Describe the economic activities within and among American Indian cultures prior to contact with Europeans.

Individuals, Society, and Culture

5.5.5 Analyze traditional arts, including folktales and narratives that depict the experiences of ethnic, racial, and religious groups in different regions of the U.S.

Writing Process

5.4.2 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

5.4.3 Write informational pieces with multiple paragraphs that: present important ideas or events in sequence or in chronological

order provide details and transitions to link paragraphs offer a concluding paragraph that summarizes important ideas and

details.

5.4.4 Use note-taking skills.

5.4.6 Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.

5.4.8 Review, evaluate, and revise writing for meaning and clarity.

Writing Applications

5.5.1 Write narratives that: establish a plot, point of view, setting, and conflict show, rather than tell, the events of the story.

5.5.3 Write research reports about important ideas, issues, or events by using the following guidelines:

Frame questions that direct the investigation. Establish a main idea or topic. Develop the topic with simple facts, details, examples, and

explanations. Use a variety of information sources, including firsthand

interviews, reference materials, and electronic resources, to locate information for the report.

.5.5.5 Use varied word choices to make writing interesting.

5.5.6 Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate.

Writing: English Language Conventions

5.6.1 Identify and correctly use prepositional phrases, appositives, main clauses, and subordinate clauses.

5.6.2 Use transitions and conjunctions to connect ideas.

5.6.3 Identify and correctly use appropriate tense for verbs that are often misused.

5.6.4 Identify and correctly use modifiers and pronouns.

5.6.6 Use correct capitalization.

5.6.7 Spell roots or bases of words, prefixes, suffixes, contractions, and syllable constructions correctly.

Listening and Speaking

5.7.4 Select a focus, organizational structure, and point of view for an oral presentation.

5.7.6 Use volume, phrasing, timing, and gestures appropriately to enhance meaning.

5.7.9 Deliver narrative (story) presentations that: establish a situation, plot, point of view, and setting with

descriptive words, and phrases show, rather than tell, the listener what happens.

Besides the resources listed on the student pages of this WebQuest, the following resources might be helpful in planning your own activities.

Mapmakers Toolkit free 45-day trialhttp://www.tomsnyder.com/products/productdetail.asp?PS=MTKMTK

HyperStudio Multimedia Toolhttp://www.hyperstudio.com/

Museum of New Mexico Exploring The Long Walk Photo Tourhttp://www.museumeducation.org/phototour/curricula_phototour_sumner.html

Credits:

Some material in this WebQuest was adapted from the following source:Museum of New MexicoStatewide Programs & Education Topic ToursDesigned by Laura Temple Sullivan Lauratsullivan@cs.comIn collaboration with Linda Pickett, lipicket@nmsu.edu and Gabi Alaniz, galaniz@nmsu.edu at RETA, Regional Educational Technology Assistance Initiative, New Mexico State University, reta.nmsu.edu.

All graphic images found in this WebQuest are courtesy of:Google Image Searchhttp://www.google.com