Basic HTML Version
Guided Reading Manual Sampler
9
Day
2
41
Week 4
What a Tree Has Seen
Week 4
Developing
Expanding
More Complex
u
How did the Yamacraw live? How
was their life different from the
British settlers’ life?
Have students
talk about how the illustrations
portray life long ago.
u
What was life in Savannah like
a long time ago?
Encourage
students to talk about what
they think life might have been
like during the time depicted in
the illustrations.
u
Why would people want to
preserve historic buildings?
Have
students talk about elements
in the illustrations that are
historical or from an earlier time.
u
What does the way the
Yamacraw and the British
settlers used the live oaks tell
us about how each group
thought of nature?
Have
students compare and
contrast how the Yamacraw
and the British settlers lived.
Encourage students to look at
the illustrations to help them
with their responses.
u
What do you think the market
in Savannah might have been
like?
Encourage students to
talk about any experiences
they have had going to
markets. Have them talk
about where the market was,
the kinds of things sold there
and they people they saw.
u
Why would the Union want
to sell goods to Europe from
Savannah’s harbor?
Have
students talk about what
kinds of supplies the Union
needed. Remind students that
the Union was formed by the
northern states but Savannah
was in the Confederacy.
Encourage students to talk
about why the Union needed
a southern harbor.
Pages 4–5
u
What did the Yamacraw do
with the live oaks?
(as trail
markers)
Who started the city
of Savannah?
(British colonists)
Have students describe what
they see in the illustrations.
Pages 6–7
u
What crops did people grow
in Savannah?
(cotton, rice,
indigo, tobacco, silk)
Have
students identify the things in
the illustrations that show life
long ago.
Pages 8–9
u
Why did the Union need
Savannah?
(for the harbor)
What did the Historic
Savannah Foundation do?
(save historic buildings)
Encourage students to talk
about any historical places
near where they live.