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...
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 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
Have students prepare a visual mind map or Geographic Information System (GIS) map of the strategic battles discussed in the book. Ask them to include information on each site about the combatants, leaders, outcome and strategic value to the American War of...
by Reina Chaiekh | Feb 24, 2026
With students, explore maps of the areas in question: Upper and Lower Canada and the Eastern United States during the American War of Independence (1775–1783). Have students note the comparisons to modern-day cities, provinces and states. Locate the full territory of...
