The Navajo Long Walk to Bosque Redondo
A WebQuest for Grade 5
Designed by Diane Vachon
dvachon@saintv.org
June 18, 2003
Introduction
The 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 Process
Task 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=MTK
MTK 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.
Resources
Websites
http://www.smithsonianmag.si.edu/smithsonian/issues97/dec97/bosque.html
Excerpt from The Long Walk to Bosque Redondo in “Smithsonian Magazine.”
http://www.cia-g.com/%7Erockets/nmnavajo.longwalk.htm
Discusses 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 Navajo
Photograph 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.ht
ml
Museum of New Mexico
Exploring the Long Walk Photo Tour
http://www.museumeducation.org/curricula_brochure_sumner.html
Museum of New Mexico
The 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.htm
Treaty of 1868 Commemoration Day
Provides a copy of the treaty of 1868 between the U.S. and the Navajo
people.
http://www.navajo.org
Official 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 Resources
http://lore.inspire.net/referer.php?service=kids
Inspire Kids provides journal articles.
http://80-enw.softlineweb.com.proxy.ulib.iupui.edu/ethnic.htm
Ethnic News Watch provides journal articles.
Encarta Encyclopedia 2000. Microsoft Corp.
Informational Software
The 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.
Books
Bonvillain, 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#Folktales
Navajo 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 age
I shall walk quietly
The 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
Content
addresses topic
4
All content
is relevant;
focused on
topic
Uses
accurate/specific Always
vocabulary
3
Content is
usually
focused on
topic
Most of the
time
2
Content is
somewhat
focused on
topic
Attempts to
use
correctly
1
Content
has little or
no focus on
topic
Does not use
appropriate
vocabulary
More than 2
fragments or
run-ons
No
fragments
or run-ons
1 fragment
or run-on
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
Did not
follow
format and
did not have
required
number of
sources
Uses complete
sentences
Bibliography
Either did
Followed
Some errors not follow
appropriate
in format,
format or
format &
but included did not have
had required required
required
number of
number of
number of
sources
sources
sources
Journal Writing—24 points possible
Criteria for
Evaluation
Content
addresses topic
4
No
irrelevant
content;
includes 7
entries
Uses
accurate/specific Always
vocabulary
3
Usually
focused on
topic;
includes 7
entries
Most of the
time
2
Somewhat
focused on
topic &/or
includes 5-6
entries
Attempts to
use
correctly
1
Has little or
no focus on
topic &/or
has less than
5 entries
Does not use
appropriate
vocabulary
More than 2
fragments or
run-ons
No
fragments
or run-ons
1 fragment
or run-on
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
Uses complete
sentences
Story Presentation—9 points possible
Criteria for
evaluation
Story chosen is a
traditional,
Navajo tale
Preparation
Presentation of
tale
3
2
1
Yes
Either not
traditional, or not
Navajo
Somewhat
prepared
Important parts
of story vary
slightly from
print version
Neither
traditional nor
Navajo
Well-prepared
Presented tale
with enthusiasm;
tale holds true to
print version
Not prepared
Presented story
does not follow
traditional
version
Map-making—12 points possible
Criteria for
evaluation
4
Includes all
important
Map
physical
detail/accuracy features ,
forts, and
settlements
of the area
Map
appearance
Map is
colorful and
neat
Map features
Map contains
appropriate
legend and
distance
scale
3
Includes
most of the
important
physical
features,
forts, and
settlements
of the area
Map is
mostly neat
and contains
some color
Map contains
legend and
distance
scale, but
not always
accurate
2
Includes
some of the
important
physical
features,
forts, and
settlements
of the area
Map lacks
color or is
not neat
1
Includes few
of the
important
physical
features,
forts, and
settlements
of the area
Map is not
neat nor
colorful
Map lacks
accurate
legend or
distance
scale
Map lacks
legend and
distance
scale
Self-Evaluation—5 points possible
5
I was
responsible
while working
with my
group
members and
did my share
of the work.
I did my
personal best
at all times.
4
I did most of
my share of
the work in
my group. I
was helpful
and did my
personal best
at all times.
3
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.
2
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.
1
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.htm
Navajo 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.htm
Ethnic 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 Page
Although 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 trial
http://www.tomsnyder.com/products/productdetail.asp?PS=MTKMTK
HyperStudio Multimedia Tool
http://www.hyperstudio.com/
Museum of New Mexico Exploring The Long Walk Photo Tour
http://www.museumeducation.org/phototour/curricula_phototour_sumner.html
Credits:
Some material in this WebQuest was adapted from the following source:
Museum of New Mexico
Statewide Programs & Education Topic Tours
Designed by Laura Temple Sullivan Lauratsullivan@cs.com
In 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 Search
http://www.google.com