5 1 5 a nation of many colors TG

A Nation of
Many Colors
SUMMARY

This book explores how the United
States became such a diverse country, with
many different immigrant groups. The book
also tells the story of the different immigrant
groups that have helped shape this country
into what it is today.

LESSON VOCABULARY

advice
circumstances
hustled
luxury
peddler

advised
elbow
immigrants
newcomer

INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR

Discuss
with students the title and the author of
A Nation of Many Colors. Based on the title,
ask students what kind of information they

think this book will provide. Ask students
what they think the title means and what
images this brings to mind. Direct students
to look at the cover photograph. Ask them
if it provides more clues about the book’s
content. Guide students to consider the
details in the photograph: Are there people in
the photograph? What do they look like? What
period in history does it look like?

BUILD BACKGROUND

Ask students if they have
ever thought about what it means to start a
new life in a new country. Do they know where
their own families came from? Do they know
any families or friends who came from another
country? Do they know of any notable people
who are the children of immigrants? Discuss
how immigrants have contributed to the
United States. What are some places, people,
or things that show this country’s diversity?

5.1.5
CAUSE AND EFFECT
SUMMARIZE

READ THE BOOK
SET PURPOSE

Have students set a purpose for
reading A Nation of Many Colors. Students’
curiosity about immigrants and the challenges
they face should guide this purpose. Suggest
that as they read, students think about what it
is like to be an immigrant today.

STRATEGY SUPPORT: SUMMARIZE

When students
are finished with the selection, have them
review the ideas they wrote while reading.
Have them write a brief summary based on
the notes they took. Challenge them to
determine whether they wrote a good summary
of what they read.

COMPREHENSION QUESTIONS
PAGE 4

What does the phrase “the melting
pot” refer to? (collection of ethnic groups
in the United States)
PAGE 5

What are some examples of what
causes immigrants to come to the United
States? (the desire for an education, civil
rights, and better employment)
PAGE 11

Why is Jennifer Lopez included in
this book? (She is an example of a Hispanic
American who is well-known in the United
States.)

PAGE 22

Can you summarize what happened
to Jewish Americans during the 1900s?
(Many moved to the suburbs and blended into
mainstream American culture.)

PAGE 23 How have immigrants made the
United States a more interesting and exciting
place to live? (Answers will vary.)

PREVIEW/USE PHOTOGRAPHS

Invite students to
take a picture walk through the photographs.
Ask them how the photographs provide more
information about the subject.
28

A Nation of Many Colors

16917_LRD_TG_028-029 28

3/20/06 8:54:36 AM

REVISIT THE BOOK
READER RESPONSE

1. The main cause was that African Americans
were tired of experiencing racism. Possible
effects: united African Americans, produced
leaders like Martin Luther King, Jr., and
caused whites to reconsider how they
viewed ethnic groups
2. Possible responses: to get an education
or employment, to obtain civil and religious
rights, to escape war
3. Advice is a noun, and advise is a verb.
4. Responses will vary.
EXTEND UNDERSTANDING

Remind students that
text is structured in many ways to present
ideas, such as chronologically. Text presented
in chronological order shows how elements
may change over time. Suggest students
pick one of the ethnic groups covered in the
book and create a time line of the events
and changes in that group’s experience in
the United States. Remind students that they
can draw conclusions based on the changes
they uncover in their list. For example, they
may conclude that, historically, life has been

extremely hard for African Americans.

RESPONSE OPTIONS
WRITING

Ask students to imagine their family
has just immigrated to the United States.
Have them think about details such as what
country they are from and what kind of life
they will lead. Ask students to write imaginary
letters to their relatives back in their former
countries. The letters should show how they
feel about their new homes. Volunteers can
read their letters aloud to the class.

SOCIAL STUDIES
CONNECTION
Ask students to research
the life of an immigrant
group in the United
States that is not covered in
this book. They should focus on one
particular group, learn about the problems
in their former country, and what kinds of
challenges they face in the United States.

Skill Work
TEACH/REVIEW VOCABULARY
Review the vocabulary words. Then play
“Vocabulary Master” with students. Give them

three different definitions for each vocabulary
word, including one that is fantastical or silly,
and have them select the correct definition
and use the word in a sentence.
Have students skim the story and
write down any unfamiliar words. Suggest
that they look the words up in the dictionary
and write the meanings in their notebooks.

TARGET SKILL AND STRATEGY
CAUSE AND EFFECT Remind students that
an effect is something that happens, and
a cause is why something happens. Give
students a pair of sentences related to the
subject of this book that show cause and
effect, such as: Facing limited job prospects
and an uncertain future in their country,
families sometimes chose to leave and try
to start a better life in the United States.
As a result, the United States is a nation of
immigrants. Have students identify which of
these sentences shows a cause and which
shows an effect.
SUMMARIZE Remind students that
summarizing is telling the main events of a
story in a few sentences. Summarizing can
help readers check their understanding of
a text. As students read, have them write
down what they think are the main events.

ADDITIONAL SKILL INSTRUCTION
DRAW CONCLUSIONS Remind students
that drawing conclusions means making a
sensible decision after considering some
facts or details and what they already know.
Give students a few sentences about a topic
related to this text (immigrant communities
or how different immigrant groups are
treated). Have students draw reasonable
conclusions about that topic.

A Nation of Many Colors

16917_LRD_TG_028-029 29

29

3/20/06 8:54:43 AM


A Nation of Many Colors

Name

Cause and Effect
• A cause tells why something happened.
• An effect tells what happened.

Directions Using the graphic organizer, list three causes and three effects of immigration in the
United States. One cause and one effect are done for you.

Causes

Effects

© Pearson Education 5

Cubans felt threatened by Castro’s
communist government.

Immigrant communities were formed.

30
16917_LRD_TG_030_031 1

12/28/05 1:00:38 PM


A Nation of Many Colors

Name

Vocabulary
Directions Underline the context clue that explains what each of the boldface words mean.

Check the Words You Know
advice
elbow
luxury

advised
hustled
newcomer

circumstances
immigrants
peddler

1. Sam’s words of wisdom are always the best advice.
2. The teacher counseled Adrian and said the principal advised him to do so.
3. All the situations created by the picnic were circumstances beyond control.
4. The joint between the upper and lower arm makes the elbow very important.
5. Everyone that was pushed inside felt hustled by the guards.
6. The immigrants were new settlers on the plains and needed help.
7. The luxury apartment was comfortable and richly decorated.
8. Every newcomer was welcomed just as they moved into town.
9. The peddler sold more pots than any of the other market sellers.

© Pearson Education 5

Directions Write a paragraph about what life is often like for an immigrant, using as many
vocabulary words as possible.

31
16917_LRD_TG_030_031 2

12/28/05 1:00:39 PM