by Reina Chaiekh | Feb 24, 2026
Have students identify treaties that were made with the Six Nations and find out if those promises were kept. Ask them to investigate unceded territories and what it means when the terms unceded and not surrendered are used. Curriculum Connections: Civics and Careers,...
by Reina Chaiekh | Feb 24, 2026
Ask students to research and examine the findings of the Truth and Reconciliation Commission of Canada, current treaty disputes in the courts and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Ask them: In what ways did the American War...
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...
