Today we continue the series on Learning Native American Culture through Children’s Literature. Indians of the Southwest are those who reside in the Four Corners area of the United States. For the most part the Native Americans covered in this column live in New Mexico and Arizona. The Navajo are the largest tribal group in this area. My column last week covered only books about the Navajo, but a few more are included here. I’ve also included a couple of books about the Ancient Anasazi and Mimbres, some of the early ancestors of today’s Indians of the Southwest.
In her book How to Teach About American Indians, Karen Harvey includes some reasons to include Native American literature in classroom or school libraries. She says, “Through time, students surrounded by the American Indian…historical fiction, contemporary fiction, and informational books will develop a comprehensive understanding of the diversity and beauty of Indian cultures and a more realistic understanding of Indian people in American history.” I hope you will take the information in my columns to provide Native American literature to the young people you work with.
My favorites for this column include Enchanted Runner and The Last Snake Runner. In these books Mrs. Little draws the reader into the culture and history of the Acoma people. While the traditional religious beliefs shared in the story help the reader get a better understanding of the Acoma people, the Christian maturity of the reader should be taken into account. Another favorite is Young Goats Discovery. What librarian wouldn’t like one of the messages of this book — if you need information, go to the library.
I hope you will find something in this listing that you can add to your library or use in your classroom.
APACHE
APACHE CHILDREN AND ELDERS TALK TOGETHER by E. Barrie Kavasch, photos by JJ Foxx/NYC. (The Rosen Publishing Group, Inc., 1999, 0-8239-5225-8, HB, 24 p.
Gr. K-3 Apache culture and beliefs are shared through quotes from young and old alike. The text is illustrated with photographs. The book opens with “I am Apache.” In this section a descendant of Geronimo tells about his life as an Apache boy. The readers learns about the Apache bands and clans; their celebrations; the land of the Apache; Apache family life, food and religion as different members of the Apache tribe tell their story. The pronunciation of difficult words is included in the text. These same words are defined in the glossary.
THE APACHES by Virginia Driving Hawk Sneve, illustrated by Ronald Himler. (Holiday House, 1997, 0-8234-1287-3, HB, 32p.)
Gr. 1-4 Virginia Driving Hawk Sneve grew up on the Sioux reservation. She has researched and written about many Native American tribes. THE APACHES is part of the “First Americans” series. The book starts with a retelling of the Apache creation story. The book also includes information about the Apache’s traditional homeland and government; the traditional roles of the men, women and children; their religious ceremonies; and their life before the white men came. The book also contains information about how the lives of the Apache changed with the coming of the white men. The book closes with a description of Apache life today. The book is indexed which contributes to its usefulness as a reference book. Ronal Himler used watercolors to illustrate the items described in the text.
NAVAJO
DINETAH: AN EARLY HISTORY OF THE NAVAJO PEOPLE by Lawrence Sundberg (Sunstone Press, 1995, 0-86534-221-0, PB, 94p.)
Gr. 5 & up Mr. Sundberg taught Navajo children in Arizona. He wrote DINETAH so that his students could study the history of their people. Although Mr. Sundberg is not himself Navajo, he does a good job of presenting the Navajo viewpoint. The book is illustrated with historic photographs and drawings by the author. From the beginnings of the Navajo people, through their dealings with neighboring tribes and non-Natives, to their relocation and subsequent return to their homeland, DINETAH covers the history of the Navajo people. If your patrons have an interest in Native American history, DINETAH should receive serious consideration for inclusion in your library.
NAVAJO CODE TALKERS by Nathan Aaseng. (Walker and Co., 1992, 8027-7627-2, PB, 118p.).
Gr. 5-8 Navajo Code Talkers were a national secret for many years. A group of Navajo Marines were recruited for a specific purpose in World War II – to develop a code. Their code was unbreakable; and the Navajo language remains one of the most difficult to learn. In NAVAJO CODE TALKERS, Nathan Aaseng tells the story of young men who had been persecuted by American government representative for speaking Navajo. Yet these young men responded to the call of their country during World War II. They used their native language, Navajo, to develop a code the Japanese could not break. Mr. Aaseng tells the story of young men miles from home who adjusted to a new climate (humidity), a foreign culture (the Anglo world), and a war (Navajo traditionally avoid dead things and people). Roy Hawthorne, a Navajo Code Talker, wrote the forward for the book. NAVAJO CODE TALKERS is an excellent reference source for those studying World War II or a wonderful book for reluctant readers who want a war story.
A RAINBOW AT NIGHT by Bruce Hucko. (Chronicle Books, 1996, 0-8118-1294-4, HB, 44p)
Gr. 1-5 Bruce Hucko was an art teacher on the Navajo reservation. He developed A RAINBOW AT NIGHT with the help of his students ages 5-13. The students completed art projects about some aspect of Navajo life and wrote a brief explanation of their picture. Mr. Hucko provided further explanation. Many aspects of Navajo life are included: legends, religion, and the importance of nature, family, and livestock. Mr. Hucko has also included activities for the reader to do to connect to the artwork in the book.
THE WARRIOR’S CODE by Dory J. Peters. (Bonneville Books, 2002, 1-55517-613-5, PB, 134p.)
YA The Navajo are very proud of the role their language played in World War II. THE WARRIOR’S CODE is a novel in which Victor explores his dead grandfather’s past. Victor is a Navajo Mormon. The fact that he is Mormon is only important in that he is not restricted by the traditional Navajo religious taboos. Author Dory Peters has done an excellent job of telling the story of one fictional Navajo Code Talker. Traditional beliefs are seamlessly inserted into the story of the Code Talkers. The book shows all they had to overcome to help the Allies during the war and how difficult the situation was for the most traditional Navajo families.
THE WINDS ERASE YOUR FOOTPRINTS by Shiyowin Miller. (Naturegraph Publishers, 2002, 0-87961-263-0, PB, 335p.)
YA Juanita (an Anglo) marries Luciano (a Navajo) while they are both working in Hollywood. After marrying, they decide to return to Canoncito, Lu’s homeland on the reservation. The story takes place in the 1930’s. Things were primitive on the reservation and Anglos were not easily accepted, especially as spouses of Navajos. Juanita adjusts to life on the reservation and is accepted by Lu’s family. The true story contains many details of Navajo life in the 1930’s including details of religious ceremonies. Shiyowin Miller was a lifelong friend of Juanita. Juanita’s daughters consider the book to be an accurate account of their early life. Navajo artist Chester Kahn’s drawings show Navajo life in the 30’s.
PUEBLO (GENERAL)
RAT IS DEAD AND ANT IS SAD by Betty Baker, illustrated by Mamoru Funai (Harper & Row, 1981, 0-06-020347-1, HB, 64p, Out of Print)
Gr. K-3 While this book is out of print, I chose to include it because some consider it a classic. Rat falls in a pot and is silent so Ant thinks he is dead. Ant tells Jay, “Rat is dead and I am sad.” Because they believe Rat is dead, Jay drops his feathers, Tree shrivels, Sheep grows thin, River runs dry, Girl breaks her pot, and Mother burns her earrings. None of them bother to check if Rat is really dead. Brother wants to cut off Horse’s tail, but Horse refuses and goes looking for Rat. After finding him, the characters are happy again and return to normal, except for Jay who must wait for his feathers to grow back. Author Betty Baker adapted this story from a Pueblo tale. The biggest problem with this story is its lack of recognition of a specific pueblo. The colored illustrations of Mamoru Funai add to the text.
SECRETS OF THE STONE written and illustrated by Harriet Peck Taylor. (Farrar, Straus, Giroux, 2000, 0-374-36648-9, HB, 32p)
Gr. 1-3 SECRETS OF THE STONE is a story of animals who find a cave of petroglyphs in the Southwest. The petroglyphs were carved in rock by ancient Anasazi (the ancestors of the Pueblo Indians). Coyote and Badger are chasing Jackrabbit when they find the cave. Other animals soon follow and see pictures of their ancestors on the wall of the cave. They see ghostly figures in the shadows caused by the fire. They claim their ancestors are coming to visit them. Coyote dreams he goes back in time to when the petroglyphs were made. He sees ghostly spirits. There are several pages where the text and illustrations may scare the young reader/listener. Author Harriet Taylor has spent time visiting the Southwest. She used batik to illustrate her text.
TALES OF A PUEBLO BOY written and illustrated by Lawrence Jonathan Vallo. (Sunstone Press, 1987, 0-86534-089-7, PB, 48p)
Gr. 3-5 Rabbit is a Pueblo Indian boy who grew up in his grandparent’s home. His parents left him when they go to work in the city and are never mentioned again. Each chapter in the book is a complete story about Rabbit, telling some aspect of Pueblo life. Hunting, festivals, religious ceremonies are all included. Small sketches illustrate the text. Author Lawrence Vallo is a member of the Jemez and Acoma Pueblos and the stories are based on what life was like when he was young.
ANASAZI
THE ANCIENT CLIFF DWELLERS OF MESA VERDE by Caroline Arnold, illustrated by Richard Hewett. (Clarion Books, 1992, 0-395-56241-4, HB, 2000, 061805149X, PB, 64p)
Gr. 3-7 The Anasazi lived in what is now the Southwest United States from about A.D. 1 to 13000. Author Caroline Arnold and photographer Richard Hewett have combined their talents to create a photo essay on the Anasazi who lived at Mesa Verde about 800 years ago. Mr. Hewett combines pictures of the National Park, artifacts, and dioramas to show the reader what ancient Anasazi life was like. Mrs. Arnold tells the story of the ancient Anasazi including information about how the artifacts help explain the culture and how archeologists believe the Anasazi lived. A glossary and index are also included. THE ANCIENT CLIFF DWELLERS OF MESA VERDE is a good resource for students researching the Anasazi.
MIMBRES
A DAY WITH A MIMBRES by J. J. Brody illustrated by Giorgio Bacchin (Runestone Press, 1998, 0-825-1917-8, HB, 48p.)
Gr. 3-8 A DAY WITH A MIMBRES consists of two parts. “The World of the Mimbres” is a reference section giving a basic history of the Mimbres people, ancient Native Americans in what is now Southern New Mexico and Arizona. The second section is a fictional account of a day in the life of a Mimbres Indian. Author J.J. Brody has previously researched the prehistoric and historic Southwestern Native American art as well as work in the field of anthropology. Giorgio Bacchun’s illustrations give the reader an idea of what life may have been like at the time of the Mimbres and Anasazi.
ACOMA
ENCHANTED RUNNER by Kimberley Griffiths Little. (Avon Books, Inc., 1999, 0-380-97623-4, HB, 149p)
Gr. 5-78 Kendall is twelve. Raised in an Anglo world, he is half Anglo and half Acoma. His Acoma mother dies leaving an emptiness inside him. He is confused about who he is and his need to run. His Acoma great-grandfather whom he has never met writes and asks him to spend the summer in the Pueblo. Kendall reluctantly agrees, hoping to connect with his mother’s spirit. In the short time he is in the Pueblo, Kendall heals the estrangement between his great-grandfather and his family. His great-grandfather is the last living member of the Snake Clan and was unhappy with his granddaughter, whom he had raised, for marrying out of the Pueblo. Before he dies the great-grandfather accepts Kendall and talks with the tribal elders about initiating Kendall into the tribe. In ENCHANTED RUNNER, Mrs. Little give the reader a glimpse into the lives and rituals of old Acoma.
THE LAST SNAKE RUNNER by Kimberly Griffiths Little (Alfred A. Knopf, 2002, 0-375-81539-2, HB, 202p.
Gr. 5-8 THE LAST SNAKE RUNNER is the sequel to The Enchanted Runner. Kendall’s father elopes with an Hispanic who is a direct descendent of Juan de Onate. Kendall knows some of the history between the Acoma and the Spaniards, so is very upset by the marriage. He convinces his older brother to take him to Acoma so that he can sort things out. Kendall, the last member of the Snake Clan, runs to clear his mind. He enters a crevice and is magically transported back to the 1600’s when the Conquistadors destroyed Acoma and captured the people. His appearance gives the ancient Acoma hope. He hears his mother’s voice and is encouraged to go home and accept his father’s new wife. When he returns to his own time, six months have passed and all he wants is home, not police, reporters and a visit to the hospital so he runs the 50 miles home. Mrs. Little closes with her notes on the historical events of the book.
HOPI
HOPI DWELLINGS by Catherine M. Cameron (The University of Arizona Press, 1999, 0-8165-1781-9, HB, 160p)
Reference Author Catherine Cameron is a professor of anthropology and well qualified to write on the topic. HOPI DWELLINGS is a scholarly work. The study that lead to the book began from a desire to understand how the early Pueblos grew and declines. “In this volume, clues to how and why villages were abandoned and reestablished over and over in the prehistoric Southwest are discovered in a detailed study of houses at Orayvi [Oraibi] across a period of almost eighty years.” The author, in studying the homes and people at Orayvi found patterns that may explain the people and trends of the ancient Pueblo. This book is mostly for the dedicated students of the Southwest Pueblo Indians. It is an academic work; a report of research findings.
I AM NATIVE AMERICAN by Ana Sage. (PowerKids Press, 1997, 0-8239-5014X, HB, 24p)
Gr. K-3 I AM NATIVE AMERICAN is part of the “Our American Family” series. A young Hopi tells the story of Native Americans in the United States. The book contains subtle references to the poor treatment Native Americans historically received. Each “chapter” contains one page of text and one full-page picture. Topics covered include: reservations, religious activities, clothing, food, and crafts. Author Ana Sage provides a good introduction to Hopi Indians; but one must be careful to remember that Native American tribes can be as different from each other as Asians and Europeans.
MEET MINDY: A NATIVE GIRL FROM THE SOUTHWEST by Susan Secakuku, illustrated by John Harrington. (Beyond Words Publishing, Inc., 2003, 1-58270-091-5, HB, 48p)
Gr. 3-5 MEET MINDY is part of the series “My World: Young Native Americans Today”. The book is published in conjunction with the Smithsonian’s National Museum of the American Indian. Author Susan Secakuk is Hopi. She has written the book about her niece Mindy who is Hopi and Tewa. MEET MINDY tells the story of the life of a contemporary Hopi and how she combines her life off-reservation with the native traditions of her family. Hopi traditions of pottery, growing corn, and religious ceremonies are shared by Mindy. The photographs of John Harrington and the Secakuku family document Mindy’s life. Older elementary students who desire to learn more about the Hopi people will benefit from reading MEET MINDY.
TRUTH IS A BRIGHT STAR by Joan Price (Tricycle Press, 1982, 1-58246-055-8, PB, 150p)
Gr. 5-8 In December 1832, as the Hopi were preparing for their winter solstice ceremony Soyal, the Spaniards raided their village. Fourteen Hopi children and the young wife of Wickvaya were kidnapped, taken to Santa Fe, and sold as slaves. Joan Price based her book on this actual event. In TRUTH IS A BRIGHT STAR, Loma is one of the Hopi boys taken. A beaver trapper buys him and Loma is taken into the mountains to help trap beaver for their pelts. This goes against Loma’s upbringing of killing only when there is a need. As the story progresses, the reader is introduced to some traditional Hopi beliefs. Loma’s owner is seriously wounded. Loma nurses him back to health. In the process, the two become friends. With the help of a Taos medicine man and another trapper, Loma and his owner become more understanding of each other. Author Joan Price has had extensive contact with the Hopi.
YOUNG GOATS DISCOVERY by Arline Warner Tinus (Red Crane Books, 1994, 1-878610-38-4, HB, 32p.)
Gr. K-3 Jeffrey and his goat discover a goat carved on a rock while they are out with their flock of sheep. Jeffrey asks his dad about it but his dad doesn’t know and sends him to the library. The librarian finds a book about petroglyphs and the Hopi Indians. She reads the book to Jeffrey and the other children at the library. The children learn how and why the petroglyphs were made as well as learning about Hopi culture and history. Ms. Tinus teaches a respect for petroglyphs as well as showing children that a library is a good place to gain information. Her paintings help the reader to visualize petroglyphs and other aspects of the story. One problem with that story is that Jeffrey’s big brother David is mentioned twice before Jeffrey enters the story and then is never mentioned again.
SANTA CLARA
CHILDREN OF CLAY: A FAMILY OF PUEBLO POTTERS by Rina Swentzell illustrated by Bill Steen (Lerner Publications, 1992, 0-8225-9627-X, PB, 40p)
Gr. 1-4 CHILDREN OF CLAY: A FAMILY OF PUEBLO POTTERS is part of the “We Are Still Here: Native Americans Today” series. The book contains a brief explanation of the different pueblos in New Mexico. The main story is how the Pueblo Indians make their pottery. One family of potters is followed throughout the book as they: collect clay after speaking to the spirit of the clay, prepare the clay, and make and fire the pots. Unfamiliar words are explained within the text as well as in a glossary at the end. Some traditional Santa Clara stories are included within the story of how pots are made. Author Rina Swentzell is herself a Santa Clara Indian and photographer Bill Steen is married to a Santa Clara Indian so both are familiar with the subject matter.
THE STORY OF ROSIE’S RAT by Porter and Rose Swentzell. (La Alameda Press, 1994, 0-9631909-5-4, PB, 38p.)
Gr. K-3 Rosie’s teacher gives away two rats, but Rosie doesn’t get one, so her family buys one for her and another for her brother. THE STORY OF ROSIE’S RAT is a true story written by the children it happened to. While the book does not include much Native culture, the main characters are members of the Santa Clara tribe. The story shows that Native American children aren’t that different from non-Native Americans.
TAOS
LITTLE BOY WITH THREE NAMES by Ann Nolan Clark, illustrated by Tonita Lujan (Ancient City Press, 1990, 0-941270-59-9, PB, 75p)
Gr. 2-3 Written in 1940 for the Bureau of Indian Affairs Pueblo series of Indian Life Readers, LITTLE BOY WITH THREE NAMES tells the story of a young boy’s summer in the Taos Pueblo. Tso’u has three names representing each aspect of his life. Tso’u is his Taos name. The Catholic church has given him the Hispanic name of Jose la Cruz. At the Anglo boarding school he is known as Little Joe. When he returns to the Pueblo for the summer, his Anglo name is put away with his boarding school clothes. He spends his summer growing toward manhood as he helps fight a fire, chooses a horse for himself, takes a journey to a sacred lake, and represents his tribe at the Inter-Tribal Ceremonial. Ms. Clark worked with the Bureau of Indian Affairs schools for many years. Illustrator Tonita Lujan is a member of the Taos Pueblo.
TEWA
LESS THAN HALF, MORE THAN WHOLE by Kathleen and Michael Lacapa, illustrated by Michael Lacapa (Northland Publishing, Co., 1994, 0-87358-592-5, HB, 40p)
Gr. K-3 Tony’s friends tell him, “You don’t look like us. I think you’re less than half.” That sends Tony on a search for an answer to his question, “What does less than half mean?” His Tewa grandfather helps him to understand that like an ear of corn made up of different color kernels is still a whole ear; he is a whole person who is unique. Michael Lacapa has done an excellent job incorporating many native symbols in his artwork, which compliments the text.
ZUNI
ZUNI CHILDREN AND ELDERS TALK TOGETHER by E. Barrie Kavasch, photos by A.J. Group and John Becolo. (The Rosen Publishing Group, Inc. 1999, 0-8239-5227-4, 24p)
Gr. K-3 The culture of the Zuni people is shared in quotes from young and old alike. Photographs illustrate the text. The book has a conversational feel to it. The book starts with “I am Zuni”, quotes from seven and eight year olds about who they are and what they like to do. The characters continue as they tell the reader about the clan system, the celebrations, the families, the food, the language and the land. A pronunciation for difficult words is included in the text. These same words are defined in a glossary in the back.
REFERENCE
PATHS OF LIFE: AMERICAN INDIANS OF THE SOUTHWEST AND NORTHERN MEXICO edited by Thomas Sheridan and Nancy J. Parezo (The University of Arizona Press, 1996, 0-8165-1466-6, PB, 298p)
PATHS OF LIFE is the byproduct of a display at the Arizona State Museum. The book looks at ten tribal groups: Seri, Tarahumara, Yaqui, O’odham, Colorado River Yuman, Southern Paiute, Pai, Western Apache, Navajo, and Hopi. This book would be especially useful to teachers preparing presentations on Native Americans or older students researching one of the tribal groups. The history of each tribal group along with some traditional stories each take about 25-30 pages. The book is well researched, yet it not too scholarly for middle school students.
PROFESSIONAL RESOURCES
MULTICULTURAL PICTURE BOOKS: ART FOR UNDERSTANDING OTHERS, VOLUME II by Sylvia and Ken Marantz (Linworth Publishing, Inc., 1997, 0-938865-63-3, PB, 200p)
MULTICULTURAL PICTURE BOOKS provides educators with an extensive annotated bibliography of multicultural picture books. An entire chapter is devoted to Native Cultures of North America. The bibliography also includes annotations of background books and teaching resources.
Classroom Connections
Apache Children and Elders Talk Together and Zuni Children and Elders Talk Together
- Invite grandparents to the classroom to share what life was like 40 or 50 years ago.
Navajo Code Talkers and The Warrior’s Code
- Have your students research which other native languages were used as codes during wartime.
- Have your students do further research on the use of the Navajo language during World War II. A good resource for this is NAVAJO WEAPON by Sally McClain (Rio Nuevo Publishers, 2001. 1-88789-632-5, PB, $16.95, 212p)
Rat is Dead and Ant is Sad
- Read If you give a Mouse a Cookie and similar books. As a class create your own story where the original action causes a chain reaction. Students could illustrate the story.
Tales of a Pueblo Boy
- Have students write a story about something they did when they were younger. Remembering that Rabbit’s stories are about everyday happenings.
Enchanted Runner
- Discuss with your students how we can learn from our grandparents.
The Last Snake Runner
- With your students do some research into the time of the Conquistadors and Juan de Onate. Discuss whether or not your research includes the viewpoint of the Acoma and other Pueblo Indians who were conquered.
Meet Mindy
- Discuss with your students the differences between their life and that of Mindy, a Native American who lives in Phoenix, AZ.
Young Goats Discovery (these activities are all mentioned in the story)
- Students could draw pictures of the petroglyphs.
- Students could make petroglyphs by hitting a nail against a rock.
- Students could make petroglyphs in clay.
Children of Clay: A family of Pueblo potters
- Have the students try to make pots or figures like those found in the book.
The Story of Rosie’s Rat
- Students can write and illustrate a book about their pet or favorite animal.
Internet Information
APACHE
The site of the Yavapai-Apache Nation. There are three useful links within this site. The History tab tells some of the tribe’s history.
The Internet home of the White Mountain Apache Tribe has a history/culture tab that may be of interest.
HOPI
A list of web sites (with links) on Hopi culture and history can be found on the Native Language web site.
ACOMA
The web site of the Pueblo of Acoma has information on the history and culture under the About Acoma tab.
PUEBLOS
http://www.indianpueblo.org is the site of the Indian Pueblo Cultural Center in Albuquerque, NM. The drop-down menu provides links to information about the 19 New Mexico Pueblos.
Resources Available from Amazon
Links in this post may be affiliate links. Purchases made using these links will not cost you more but may pay me an affiliate fee. We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and related sites. Thank you for using my links.
How to Teach about American Indians: A Guide for the School Library Media Specialist (Greenwood Professional Guides in School Librarianship)
Apache Children and Elders Talk Together (Native Americans)
The Apaches (First Americans Books) by Virginia Driving Hawk Sneve (1997-03-03)
Dinetah: An Early History of the Navajo People
Navajo Code Talkers
A Rainbow at Night: The World in Words and Pictures by Navajo Children
The Warrior’s Code: A Young Navajo’s Courage and Skill Helping the United States Prevail in World War II
The Warrior’s Code: A Young Navajo’s Courage and Skill Helping the United States Prevail in World War II
The Winds Erase Your Footprints (Southwest)
Rat Is Dead and Ant Is Sad (Based on a Pueblo Indian Tale)
Secrets of the Stone
Tales of a Pueblo Boy
The Ancient Cliff Dwellers of Mesa Verde
A Day With a Mimbres
Enchanted Runner
The Last Snake Runner
Hopi Dwellings: Architectural Change at Orayvi
I Am Native American (Our American Family)
Meet Mindy: A Native Girl from the Southwest (My World Young Native Americans Today)
Truth Is a Bright Star: A Hopi Adventure
Young Goat’s Discovery by Arline Warner Tinus (1994-05-01)
Children of Clay: A Family of Pueblo Potters (We Are Still Here)
The Story of Rosie’s Rat: A True Story
Little Boy with Three Names: Stories of Taos Pueblo
Less Than Half, More Than Whole
Zuni Children and Elders Talk Together (Library of Intergenerational Learning: Native Americans)
Paths of Life: American Indians of the Southwest and Northern Mexico
Multicultural Picture Books: Art for Understanding Others, Volume II
Navajo Weapon: The Navajo Code Talkers
Read more in the Learn Native American Culture series.
