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 25, 2026
Have students answer true or false to the following statements. They should be able to give details to support their answers. • Terra nullius allowed people to take lands used by Indigenous Peoples. • The Gradual Civilization Act allowed the First Nations to keep...
by Reina Chaiekh | Feb 24, 2026
The beliefs held about and approaches to Indigenous Peoples by the British and American forces differed. Discuss with students: How were they different and how did this lead to the different treatment of and outcomes for Indigenous Peoples in each country?
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
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...
