the warrior tradition - teacher downloads - draft · navajo code talkers in the pacific theater....
TRANSCRIPT
Continuing the Warrior Tradition, page 1 © National World War II Museum
CONTINUING TCONTINUING TCONTINUING TCONTINUING THE WARRIOR TRADITIONHE WARRIOR TRADITIONHE WARRIOR TRADITIONHE WARRIOR TRADITION American Indians in World War II
Teacher and Student Materials for
Virtual Field Trip videoconference
The National World War II Museum
945 Magazine Street
New Orleans, LA 70130
504-527-6012
www.nationalww2museum.org
Continuing the Warrior Tradition, page 2 © National World War II Museum
The National WWII Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
Before your Virtual Field Trip
1. To better prepare your students for their National WWII Museum Virtual Field Trip, share
with them the Vocabulary List on pages 8-9.
2. Make copies of the student hand-out materials, pages 5-7, and distribute them to your class
when directed during the videoconference.
3. Make a Test Call to The National WWII Museum at least five (5) days prior to your Virtual
Field Trip. E-mail [email protected] to arrange your test call.
On the day of your Virtual Field Trip
1. With your students situated in your classroom or videoconference studio, dial the National
WWII Museum’s IP address: 72.158.213.42.
2. If there is a loss of connection during the video-conference, hang up and try to re-dial. The
telephone number in the Museum’s distance learning studio is 504-527-6012, x 351.
3. The Museum educator will greet your students and conduct the session. Students will be
asked to participate by raising their hands. You may be asked to select students to answer
certain questions or perform certain activities. You will be called upon to distribute hand-
outs at the appropriate time. You are required to remain in the room during the entire video-
conference.
After your Virtual Field Trip
1. A list of post-visit activities is attached.
2. The Museum will email an evaluation form for you to fill out and email back. By filling the
form out, you will help the Museum improve its educational programming.
TEACHER GUIDE
Continuing the Warrior Tradition, page 3 © The National World War II Museum
The National WWII Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
PURPOSE:
This videoconference explores the American Indian experience of WWII.
OBJECTIVES:
• Identify the “warrior code” and the culture of the American Indian
• Explore the concept of stereotypes and how they have been applied to American
Indians over the years
• Briefly review American Indians participation in the U.S. military
• Explore the experiences of American Indians during WWII
• Examine the experiences of the Code Talkers; participate in a code-talking activity
STANDARDS:
Grades 5-8
o Explain how information and experiences may be interpreted by people from diverse
cultural perspectives and frames of reference;
o Explain why individuals respond differently to their physical and social environments
and/or changes to them on the basis of shared assumptions, values and beliefs;
o Articulate the implications of cultural diversity, as well as cohesion, within and
across those groups; and
o Use the facts and concepts drawn from history, along with the elements of historical
inquiry, to inform decision making about and action-taking on public issues.
Grades 9-12
o Explain the ways groups, societies, and cultures address human needs and concerns;
o Apply an understanding of culture as an integrated whole that that explains the
functions and interactions of language, literature, the arts, traditions, beliefs and
values, and behavior patterns;
o Demonstrate the value of cultural diversity, as well as cohesion, within and across
groups;
o Differentiate between historical knowledge and the concept of time as socially
influenced constructions that lead historians to be selective in the questions they seek
to answer and the evidence they use; and
o Investigate, interpret, and analyze multiple historical and contemporary viewpoints
within and across cultures related to important events, recurring dilemmas, and
persistent issues, while employing empathy, skepticism, and critical judgment.
Continuing the Warrior Tradition, page 4 © The National World War II Museum
The National World War II Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
LEARNING OUTCOMES
The National WWII Museum in New Orleans has created this Virtual Field Trip video-
conference to introduce students to the American Indians in World War II, and their contribution
to the victory. By participating in this Virtual Field Trip students will:
• Learn the following terms:
American Indian
Code Talker
Code Talkers Recognition Act of 2002
Indian Citizenship Act of 1924
Indian Reorganization Act of 1934
European Theater
Home Front
Nation
Native American
Pacific Theater
Patriotism
Prejudice
Propaganda
Reservation
Stereotype
Swastika
Tribe
Warrior Tradition
• Explore the legacy of the “Warrior Tradition” and its impact on American History
• Read a primary document related to the American Indians in World War II and:
o Determine whether a document is a primary or secondary source
o Analyze the contents of the document
o Evaluate the strengths and weaknesses of different type of documents for
historical research
o Discuss and determine ways of further analyzing documents; and
• Gain a knowledge of several career opportunities related to the study of history,
including:
o Museum curator
o Museum educator
o Historical researcher
o Genealogical Researcher
Continuing the Warrior Tradition, page 5 © The National World War II Museum
The National World War II Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
USMC Approval Letter from General Clayton Vogel (p. 1)
Continuing the Warrior Tradition, page 6 © The National World War II Museum
USMC Approval Letter from General Clayton Vogel (p. 2)
Continuing the Warrior Tradition, page 7 © The National World War II Museum
The National World War II Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
Use the following Navajo words to decipher the coded message on the screen.
American Word Navajo Word Literal Translation
REGIMENT TABAHA EDGE WATER
COMMANDING GEN. BIH-KEH-HE (G) WAR CHIEF
DECEMBER YAS-NIL-TES CRUSTED SNOW
AMBUSH KHAC-DA AMBUSH
AND DO AND
ARTILLERY BE-AL-DOH-TSO-LANI MANY BIG GUNS
ASSAULT ALTSEH-E-JAH-HE FIRST STRIKER
BATTERY BIH-BE-AL-DOH-TKA-IH THREE GUNS
COMMA TSA-NA-DAHL TAIL DROP
INFANTRY TA-NEH-NAL-DAHI INFANTRY
ELEMENT AH-NA-NAI TROOP REPRESENTING OTHERS
TANK CHAY-DA-GAHI TORTOISE
PLATOON HAS-CLISH-NIH MUD
APPROACH BI-CHI-OL-DAH APPROACH
CHEMICAL TA-NEE CHEMICAL
NOW KUT NOW
DIG IN LE-EH-GADE DIG IN
Write the translated message here:
Continuing the Warrior Tradition, page 8 © The National World War II Museum
The National World War II Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
VOCABULARY
American Indian: The contemporary term for people with ancestry in the United States or
Canada that precedes European arrival in the Western Hemisphere. This term is interchangeable
with Native American.
Code Talker: an American Indian in the U.S. military who used his language to send and receive
coded messages. Code talkers were used in WWI, but more extensively in WWII, particularly
Navajo Code Talkers in the Pacific Theater.
Code Talkers Recognition Act of 2002: A Congressional recognition of the valuable
contribution made by Code Talkers to the Allied victory in WWII.
Indian Citizenship Act of 1924: Congressional resolution granting U.S. citizenship to all
American Indians.
Indian Reorganization Act of 1934: Legislation meant to help relieve the poverty and poor
living conditions on American Indian reservations. The act returned thousands of acres of land to
reservations, provided federal financial and technical aid, and supplied health and education
services, as well as returned local self-government on a tribal basis.
European Theater: The area of WWII where the Allies fought against Germany and Italy.
Home Front: The United States during WWII.
Nation: A political unit of American Indians recognized by the United States government, made
up of one or more tribes.
Native American: same as American Indian
Pacific Theater: The area of WWII where the Allies fought against Japan.
Patriotism: love of country.
Prejudice: prejudgment; making a decision about something or someone before becoming
aware of the relevant facts of a case or event. Having a bias for or against someone based
on who they are, what they look like, how they behave.
Propaganda: government controlled advocacy meant to inspire or lead to certain public actions.
Reservation: area of land managed by a Native American tribe under the United State
Department of the Interior's Bureau of Indian Affairs.
Stereotype: a preconceived idea that attributes certain characteristics to all the members
of a group. The term is often used with a negative connotation when referring to an
Continuing the Warrior Tradition, page 9 © The National World War II Museum
oversimplified, exaggerated, or demeaning assumption that a particular individual
possesses the characteristics associated with the class due to his or her membership in it.
Swastika: symbol of the Nazi Party in Germany before and during WWII; also an American
Indian symbol depicting good luck.
Tribe: as related to American Indians, a group of people who share the same culture and
language, political organization, territorial boundaries, and historical experiences.
Warrior Tradition: the legacy passed down through generations of American Indians to fight
with bravery and honor.
Continuing the Warrior Tradition, page 10 © The National World War II Museum
The National WWII Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
Post-Lesson Activities
1. Assign students to research and write a report about one particular tribe or nation’s
WWII experience. Students can also make oral presentations on their findings to the
class.
2. Hold a discussion, asking students, “If you were an American Indian during WWII,
would you have fought for the United States?” Have students present their reasoning in
an open forum. Once they have presented their opinion, ask them to argue the opposite
view.
3. Regarding the swastika, hold a discussion about the power of symbols. What symbols
do students see as positive or negative in their world? Can a symbol be both positive
and negative? Can a symbol start out one way (positive or negative) and then change?
Continuing the Warrior Tradition, page 11 © The National World War II Museum
The National WWII Museum
The Warrior Tradition: American Indians in World War II
Virtual Field Trip
Bibliography
Britten, Thomas A. American Indians in World War I: War and At Home. Albuquerque:
University of New Mexico Press, 1997.
Davidson, James West and Mark Hamilton Lytle. After the Fact: The Art of Historical Detection.
New York: McGraw-Hill, 2005. [Portions of an essay written by Frederick Jackson Turner
contained within this volume promoted the study of westward expansion in the United States
and encroachment on Indian lands. See also: Frederick Jackson Turner, The Frontier in
American History (New York, 1920)].
Durrett, Deanne. Unsung Heroes of World War II: The Story of the Navajo Code Talkers. New
York: Facts on File, Inc., 1998.
Hossell, Karen Price. Ciphers and Codes. Chicago: Heineman Library, 2003.
Hunter, Sara Hoagland. The Unbreakable Code. Flagstaff, Arizona: Rising Moon Publications,
1996.
Indians in American History. Ed. by Frederick E. Hoxie and Peter Iverson. Wheeling, IL: Harlan
Davidson, Inc. 1998.
Townshend, Kenneth William. World War II and the American Indian. Albuquerque: University
of New Mexico Press, 2000.