by Reina Chaiekh | Feb 24, 2026
In chapter 1, George and his brother Peter are “eeling” and fishing. Have students research the fishing and hunting techniques of the time period, then build a fishing net like the one George and Peter made. Ask students to present the project to the class and discuss...
by Reina Chaiekh | Feb 24, 2026
In chapter 1, George discusses his “Indian” family and his “white” family. Ask students how this affects his status in society. With students, explore the concept of “Summer Wives.” Ask them: Why did many wealthy British men have two wives and families? How was this...
by Reina Chaiekh | Feb 24, 2026
Lord Haldimand is mentioned throughout the book. Have students research the Haldimand Tract and treaty, then create a visual presentation for the class of the territories that are discussed in the book and their relationship to the Haldimand Tract. Curriculum...
by Reina Chaiekh | Feb 24, 2026
In the Treaty of Paris of 1783, the British King George III makes no mention of his “allies,” the Indigenous Peoples. Discuss with students how this led to the treaty system and the displacement of Indigenous Peoples in the Northern United States and Canada. Ask...
by Reina Chaiekh | Feb 24, 2026
Discuss with students why Molly and her brother, Joseph, are so valuable to both sides. Have students research the territories held by the Mohawk and the other nations in the Six Nations Confederacy. Ask them to create a map of the territories held and present it to...
