by Reina Chaiekh | Feb 25, 2026
Next, complete a text walk to build literacy with students. Have students explore each section of the book and pull out significant text in order to build a glossary together. This will help students make connections and prepare to read the associated text and improve...
by Reina Chaiekh | Feb 25, 2026
Good for Nothing begins by examining the years 1959–1960. Have students explore this time period and make connections to the Indigenous history and rights of this time.
by Reina Chaiekh | Feb 24, 2026
Throughout the book, the daily activities of both boys and girls during the late 1700s are discussed. Have students create a journal of either a boy or a girl from this time period, writing several entries that detail what a day, month and year would look like in the...
by Reina Chaiekh | Feb 24, 2026
Throughout chapters 5 to 12, George and his family are forced to move or flee several times. Friends turn into foes and many turn against them. Discuss with students: How does George’s position as half Mohawk and half white change throughout these chapters? What leads...
by Reina Chaiekh | Feb 24, 2026
Women play a strong role throughout the book. Have students research the political structure of the Mohawks and the role of women in Mohawk society. Ask students: How was it different from the role of women in British/American society at the time? As a class, create a...
