WorksheetsCode Talker
Total questions: 25
Worksheet time: 5hrs 18mins
from Code Talker
by Joseph Bruchac
I seemed to be the perfect student.
When my bilagaanaa1 teachers looked at me, they saw a little Navajo boy who did just what he was told, never got in trouble, and studied hard. Whenever I was called on, I would stand right up.
"Yes, teacher," I would say, widening my eyes and nodding my head as I spoke.
Yes, teacher! Those were the two words I spoke more than any others when I was in mission school. They were like magic. Even if I did not understand something, all I had to do was say those words to make my white teachers nod back at me or smile. Sometimes they did not even ask me to answer the question.
"Very good, Neddie," they would say.
However, I was stubborn in ways the teachers could not see. I spoke nothing but Navajo whenever I was alone with other Indian students. In the basement of the school or out back behind the wood shed, I learned Navajo songs and stories. Some students in that school, especially after being beaten enough times for talking Indian, reached the point where it became hard for them to speak Navajo, even when they wanted to. But it was not that way for me. If anything, rather than taking my language away from me, boarding school made me more determined never to forget it.
1 bilagaanaa: White; Caucasian
This question has two parts. Answer Part 1, then answer Part 2.
Read the first three sentences from the fourth paragraph.
"Yes, teacher! Those were the two words I spoke more than any others when I was in mission school. They were like magic."
Part 1:
What does Ned mean when he says that the words "Yes, teacher" are "like magic"?
The words allow him to misbehave in front of his teachers.
The words help him feel like he belongs at the school.
The words immediately make his teachers happy.
The words make his teachers think he speaks English.
Part 2:
What does the answer to Part 1 show about Ned's teachers?
The teachers do not treat all their students equally.
The teachers do not want students to use their Indian names.
The teachers mostly care that students obey them.
The teachers want to be sure the students are learning.
This question has two parts. Answer Part 1, then answer Part 2.
Part 1:
According to the passage, how does the boarding school setting affect some students who are beaten for speaking Navajo?
They lose their ability to speak Navajo.
They choose not to speak Navajo, even though the school allows it.
They refuse to listen to their teachers.
They become more determined to speak Navajo.
How does the boarding school setting affect Ned?
He protests by speaking and singing Navajo when teachers are nearby.
He tries to speak only English to please his teachers.
He resolves to speak and remember the Navajo language.
He does not speak Navajo because he is afraid of being beaten.
Which statement best summarizes this passage?
Although Ned appears to be the perfect student, he secretly defies his teachers by speaking Navajo.
Though Ned can speak Navajo, his main goal is to please his teachers, so he avoids speaking Navajo.
Because Ned behaves so well and says, "Yes, teacher," his teachers allow him to speak and sing Navajo.
While he usually obeys his teachers, Ned also tries to convince other students to honor their Navajo heritage and language.
from "Pearl Harbor and World War II"
by Brandon Marie Miller and Mark Clemens
Early on a Sunday morning in December, hundreds of Japanese planes came screaming out of the sky over the Hawaiian island of Oahu. They dropped bombs and torpedoes and covered the ground with machine-gun fire. Their target: the U.S. naval base at Pearl Harbor. Two hours later, more than 2,400 Americans were dead and 18 ships and 188 airplanes had been destroyed.
The attack came as a complete surprise to the American people. December 7, 1941, was "a date which will live in infamy,"1President Franklin D. Roosevelt declared. He told the American people "that since the unprovoked2 attack by Japan... a state of war has existed between the United States and the Japanese empire." Three days later, Germany and Italy declared war on the United States.
Over the next four years, the United States changed from a nation trying to isolate3itself from the world's problems to becoming a leader among nations. It raised and supplied a huge fighting force. Americans produced guns, vehicles, vessels, aircraft, and manpower. Hundreds of thousands of American soldiers enlisted to fight overseas. Meanwhile, the men and women who remained at home did not remain untouched by the war. They filled the jobs left empty by the men who became soldiers. World War II was an event that impacted the world, and the lives of all Americans were altered by it.
1 infamy: Fame for a bad reason
2 unprovoked: Not brought about by anything said or done
2 isolate: Completely remove
Read this sentence from the second paragraph.
"December 7, 1941, was 'a date which will live in infamy,' President Franklin D. Roosevelt declared."
What did President Roosevelt's phrase live in infamy suggest about the date of December 7, 1941?
The day would be celebrated around the world.
The day was one that would be forgotten.
The day would be remembered for its tragic events.
The day felt as if it would go on forever.
Which three details should be included in a summary of this passage?
More than 2,400 Americans died, and 18 ships and 188 airplanes were destroyed.
World War II changed the lives of all Americans.
Japan bombed the U.S. naval base at Pearl Harbor.
Americans who stayed home took over soldiers' previous jobs.
Americans made guns and other supplies needed for war.
This item has two parts. Answer Part 1, then answer Part 2.
Part 1: According to the passage, how did the United States change after Pearl Harbor?
The economy began to suffer, with fewer goods being produced and fewer jobs for Americans.
The United States learned the importance of protecting itself and ignoring other nations.
The United States stopped isolating itself and contributed significantly to the war.
The society became increasingly fragmented as more people turned on each other in suspicion.
Part 2:
Which detail best supports the answer to Part 1?
"Germany and Italy declared war on the United States."
"an event that impacted the world"
"the men and women who remained at home"
"raised and supplied a huge fighting force."
from Code Talker
by Joseph Bruchac
Where did the idea of using Navajo come from? There was a white man named Philip Johnson who was the son of a white trader on the reservation and so he could speak "Trader Navajo." He liked our people and had Navajo friends. When the Japanese attacked Pearl Harbor, he brought some of his Navajo friends to the Marines in San Diego to demonstrate how our language could be used to send messages.
An important Marine had already been thinking about making an Indian code. His name was Major General Clinton Vogel... After hearing of Philip Johnson's demonstration, General Vogel authorized the recruitment of that first class of twenty-nine Navajo Marines. Just like us, they were brought to Camp Elliot, where they were locked in this same classroom and told to develop an unbreakable code.
Those Navajos did it all by themselves. Some have said that Philip Johnson developed the code and taught it to the Navajos. That is not true. He did not know our sacred language well enough to do this. He was nowhere near Camp Elliot during the summer of 1942 when the code was being created by Navajos. Later on, Philip Johnson came to work at Camp Elliot. His job, with the rank of sergeant, was to be an administrator for the school, help things run well, and write reports. He could not speak the code and never taught it to anyone.
This question has two parts. Answer Part 1, then answer Part 2.
Part 1:
Which best describes Philip Johnson's knowledge of the Navajo language?
He understood the Navajo language, but he could not speak it.
He could speak and understand some Navajo but was not fluent.
He could communicate in the language as well as the Navajo.
He could speak the language but did not appreciate how special it was.
Part 2:
Which two pieces of evidence support the answer to Part 1?
"he could speak 'Trader Navajo.'"
"His job, with the rank of sergeant, was to be an administrator for the school."
"He did not know our sacred language well enough to do this."
"Some have said that Philip Johnson developed the code."
Which best summarizes the role the Navajo Marines played in the Navajo code?
They took the oral code and recorded it in writing.
They joined Philip Johnson and Major General Vogel to create the code.
They developed the secret code on their own.
They demonstrated how to use the code but let Philip Johnson develop it.
What theme does this passage best help to develop?
Taking credit for a good deed is not as important as the good deed itself.
Wartime reveals the deep divisions and differences between groups of people.
Traditions, customs, and language can provide a source of strength in difficult times.
In wartime, many different people come together for a common cause.
from Code Talker
by Joseph Bruchac
Despite all that confusion, the noise of hostile fire, the sound of men crying out as they were hit by shrapnel1 and bullets, we kept pushing forward. Our training took over, even though some of us were so confused and afraid that we could hardly think. The five boats that survived pulled back from shore to the President Adams for another load.
I don't remember digging a foxhole,2 but I found myself inside one, my shovel stuck in the moist dark sand and tree roots at the bottom of the four-foot-deep hole. The sounds of firing were still all around me as the Japanese continued to cover the beach with their well-planned ambush.3 Another Marine, close to twice my size, was next to me. I was tying a handkerchief around his arm, which had been wounded by shrapnel. It was Georgia Boy. I hadn't known he was in the landing craft with me, but it must have been his hand on my shoulder, urging me forward as we hit the beach.
"Chief," he said, "y'all are one tough little Navajo. You know y'all drug me in here with one hand?"
1 shrapnel: Metal fragments from an exploded bomb
2 foxhole: A shallow pit dug for shelter in a battle
3 ambush: Surprise attack
Read these sentences from the passage.
"Despite all that confusion, the noise of hostile fire, the sound of men crying out as they were hit by shrapnel and bullets, we kept pushing forward. Our training took over, even though some of us were so confused and afraid that we could hardly think."
What does Ned mean when he says, "Our training took over"?
He and the other soldiers have been trained to stop and think clearly and logically.
He and the other soldiers discover that they were not prepared and need more training.
He and the other soldiers can stay focused because they have trained so well.
He and the other soldiers are so confused that their commanding officers must take control.
This question has two parts. First answer Part 1, then answer Part 2.
Part 1: What can the reader infer about Ned's actions in this passage?
Overwhelmed by the confusion of the battle, he puts others in danger to reach the foxhole.
Ignoring other soldiers, he helps Georgia Boy because they are friends.
Without even thinking about it, he helps pull a much larger man to safety.
Determined to prove he is a hero and better than other soldiers, he rescues those in danger.
Part 2: Which two pieces of evidence best support the answer to Part 1?
"I don't remember digging a foxhole, but I found myself inside one"
"'You know y'all drug me in here with one hand?'"
"we kept pushing forward."
"Another Marine, close to twice my size, was next to me"
"I hadn't known he was in the landing craft with me"
What do the setting of the battle and its event help Ned discover about himself?
He will risk his own life to help a friend in need.
He is a well-trained soldier capable of great strength and bravery.
He struggles to focus during stressful situations.
He is confused about the purpose of the war and if he should fight.
from Code Talker
by Joseph Bruchac
When Marine Corps headquarters asked for recommendations from their generals in the field about the code talker program, the responses were unanimous.1
"We need more code talkers now," they said.
Some of the things those generals wrote made me feel so good that I almost laughed out loud. Remember, grandchildren, like so many other Navajos, I had grown up hearing only criticism and hard words from the bilagaanas2 about our people. We Navajos were stupid. We were lazy. We could not be taught anything. We could never be as good as any white man. To hear what was now being said truly made the sun shine in my heart.
The Navajos have proved to be excellent Marines, intelligent, industrious,3 easily taught to send and receive by key and excellent in the field.
That is what the commanding general of the Sixth Marine Division put in his official report. It was recommended that every signal company have eight code talkers. Code talkers should be in every regiment and battalion - from artillery and anti-tank battalions to engineer regiments and scout companies. Each Marine division was expected to have at least 100 code talkers.
1 unanimous: Fully in agreement
2 bilagaanaas: White, or Caucasian, people
3 industrious: Hardworking
Read these words from the passage.
"I had grown up hearing only criticism."
From the context, the reader can infer that the roots of the word criticism most likely relates to what words?
control or command
judge and judgement
good luck or fortune
praise and flattery
The general's words have such an impact on Ned because it was new for him to...
hear praise from a white person about Navajo people.
learn of job opportunities in the army.
hear praise from a general about a soldier.
feel that his identity was a thing to be proud of.
This question has two parts. First answer Part 1, then answer Part 2.
Part 1: What theme does this passage develop?
The ideas of others can influence how we see ourselves, for good or bad.
Strength can be found in numbers, particularly during war time.
One's self-worth should not depend on opinions of others.
The bonds formed in war may be deeper than those created in times of peace.
Part 2: How does Bruchac develop the theme in this passage?
He shows Ned's close connection with the commanding general and describes how this relationship affects Ned.
He provides examples of the complicated challenges that code talkers and other soldiers experience during war.
He contrasts the comments Ned previously heard about Navajos with the general's comments.
He highlights the powerful emotions Ned recalls feeling as a child experiencing racism toward Navajos.
from Code Talker
by Joseph Bruchac
Two Navajo code talkers, Paul Blatchford and Rex Malone, were reassigned to Army and Navy Intelligence1 and shipped out with special teams to Japan to visit Hiroshima and Nagasaki ahead of our troops. They sent their reports back to San Francisco in Navajo code where others of us had been sent. I was one of those in San Francisco who received their messages. Those messages shocked me.
Paul and Rex were horrified at what they saw where our two atomic bombs had fallen. All the buildings were flat and burned. Pitiful, injured survivors were camping out in sheds made from pine trees. Those sheds looked to Paul and Rex just like the lean-tos2 made back home by our own Navajo people. Many of those Japanese survivors looked so Indian that they might have been Navajos. They said it was hard to look at those people and think of them as enemies.
Our leaders all told us that those atomic bombs were needed to end the war. That may have been so, grandchildren. I have no doubt that they made the war shorter. However, receiving those messages made me pray hard that such bombs would never fall on human beings again.
1 Army and Navy Intelligence: Information collection for the military
2 lean-tos: Shelters
Read this sentence from the second paragraph.
"Pitiful, injured survivors were camping out in sheds made from pine trees."
What does the word pitiful show about how Paul and Rex feel toward Japanese survivors of the United States' atomic bomb?
They feel sympathy.
They feel disgusted.
They feel afraid.
They feel disconnected.
Read these sentences from the second paragraph.
"survivors were camping out in sheds made from pine trees. Those sheds looked to Paul and Rex just like the lean-tos made back home by our own Navajo people."
What does the comparison between the sheds and lean-tos show that Paul and Rex had realized?
That every culture has its own unique traditions.
That their Japanese enemies were not so different from themselves.
That people will do what is necessary to defend their homes.
That they have the right to be proud of the code talkers' achievements.
This question has two parts. First answer Part 1, then answer Part 2.
Part 1: What theme does this passage develop?
Any actions can be right and fair during wartime.
War can provide a lasting solution to many human problems.
Times of war can offer opportunities to demonstrate bravery and courage.
War cannot change the fact that one's enemies are human too.
Part 2: Which piece of evidence best supports the answer to Part 1?
"receiving those messages made me pray hard that such bombs would never fall on human beings again."
"Those messages shocked me."
"I have no doubt that they made the war shorter."
"Our leaders all told us that those atomic bombs were needed to end the war."
