Code Talker

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

 “Artistic Integrity in Historical Fiction”

In this activity, students will compare Ned’s fictional account with that of a verified code talker and present an informed analysis of the novel’s artistic integrity through a visual medium.

In creating the fictional Ned Begay, Bruchac has created a story that attempts to stand in for and honor the many stories and experiences of code talkers throughout WWII. In this activity, you will explore the benefits, drawbacks, and responsibilities of telling a fictionalized version of events and characters by comparing Ned’s story in Code Talker to one or more authentic code-talker narratives. To present your analysis, create a poster, infographic, or appropriate visual medium that details this comparison and draws a conclusion regarding Bruchac’s artistic integrity in creating his fictionalized account.

• Step 1: Research
• Find and examine a first-person account from an authentic code talker. This database of first-person narratives from the Library of Congress may be helpful.
• As you read, make note of imagery, details, language, or themes that do or do not align with Ned’s story.
• Step 2: Analyze
• Locate at least one passage in Code Talker that aligns with this first-person narrative in detail, language, or themes, and one that is less aligned.
• Using specific details from both the novel and primary source, draft an answer to the following questions: Why create a fictionalized account? What reasons might explain the need to include both authenticity and creative license? Has Bruchac maintained sufficient integrity of the source material?
• Step 3: Create
• Organize your comparison and conclusions into a visual medium of your choice, such as an infographic, slideshow, or poster.
• Balance textual information with imagery, and include direct quotes and relevant details from both sources.

Present your visual analysis to the class, then compare and contrast your analysis with that of your peers. Does your conclusion regarding Bruchac’s artistic integrity match, overlap, or counter the conclusions of your classmates? Visuals may be posted for public display for reference.

Teaching Suggestion: Before beginning the activity, students may benefit from a general discussion and exploration of topics related to artistic integrity, authenticity, representation, and the responsibilities of artists when depicting real events and people. Consider using more familiar controversies within the arts and media, such as AI art or social media filters, to introduce the topic of how to have integrity when representing reality. Students may need directed guidance in shifting and connecting the concept back to the novel.

Differentiation Suggestion: Use of headphones and graphic organizers during research may increase focus and information retention for all students. English language learners, emerging readers, and students with attentional or executive functioning differences may benefit from graphic organizers at each phase of the activity, pre-highlighted or annotated sections of the novel, and preselected video segments. Captioning or transcription of video may benefit English language learners or students with hearing impairments. To reduce task complexity or provide additional support for students with emerging analytical skills, consider watching a preselected first-person narrative as a class and completing the analysis in small groups.