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Grade Level 8

History and Social Studies:

8.12.4  Discuss entrepreneurs, industrialists, and bankers in politics,
commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford

Literature and Language Arts:

Writing Strategies
1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.
1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.
1.5 Achieve an effective balance between researched information and original ideas.
Evaluation and Revision
1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

Writing Application
2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.

2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

Analyzing text
Critical thinking
Cause and effect
Persuasive Writing
Making inference
Visual analysis
Research
September 5, 2006

Introduction
Background for the Teacher
Guiding Questions
Learning Opportunities
Assessment
Guided Discussion Questions
Instructional Plan
Materials Needed
Groupings
Checking for Student Understanding
Guided Practice
Independent Practice
Closure
Extention
English Learners
G.A.T.E. Students

Links
Graphic Organizer for research (blackline master) | Word
Writing Prompt (blackline master) | Word
Persuasive Rubric | Word
Research Rubric | Word
Pre/post test (blackline master) | Word
Vocabulary review | Word
PowerPoint 25.6 Mb (Large file - save to hard-drive before opening.)
Reference List | Word

Wikipedia – John D. Rockefeller
John D. Rockefeller
John D. Rockefeller
Leland Stanford – Wikipedia
Leland Stanford
Leland Stanford
Andrew Carnegie – Wikipedia
Andrew Carnegie
Andrew Carnegie
Andrew Carnegie
Industrial Revolution
Industrial Revolution
Industrial Revolution
Industrial Revolution

February 22, 2007
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The Miller Family | 8th Grade Level
Download Complete The Miller Family Lesson Plan for 8th Grade Level | pdf xx kb

The Miller Family:  Legacy of Influence

Introduction:

Bankers, industrialists, and entrepreneurs – persons of influence – changed the face of the world during the Industrial Revolution.  How were individuals able to create such monumental change, not only locally, but globally?  What characteristics must one possess to dream of change and create a following that will ensure that dream becomes a reality?  Is it true that as Sigmund Freud, often called the father of modern psychology, said, “Immortality is being loved by large numbers of people that you have never met?”  What are those attributes and when is it apparent?  Is it creative genius or opportunity from being born of those with that same revolutionary spirit? 

Frank Miller, founder of the Mission Inn, enacted change and growth in Riverside, but he also created a family legacy that made certain his heirs would follow through on his vision for a progressive city, yet one who never forgot world cultural contributions.  What can we tell from his personal artifacts, about this man and the characteristics that made him a leader and innovator?

Background for the teacher:

Many families migrated to California following the Civil War, hoping for a better life and improved health, or an escape from the cold winters of the Midwest and East. Christopher Columbus Miller, a Civil War veteran and surveyor, left his family in Tomah, Wisconsin in 1874 and came to Riverside. The new town was only four years old, founded by fervent abolitionists Judge John Welsey North and Dr. James P. Greves. Riverside was a dry dusty place at the time, with nothing ahead but promise. C. C. Miller worked laying out an irrigation canal and conducting land surveys. In October of 1874, his wife Mary Ann Clark Miller and their four children joined him (Klotz, 1982).

The following year, C. C. Miller acquired a large parcel of land in Riverside. This block of land would become the home of Riverside’s most fantastic piece of architecture, the Mission Inn. The Miller family built a home there of adobe bricks and stone, and covered it with clapboard. The first boarder, Albert S. White, moved into the Miller family’s Glenwood Cottage shortly thereafter (Klotz, 1982).

In 1880, Frank Augustus Miller, the eldest son of C. C. and Mary Ann Clark Miller, bought the Glenwood and the entire city block from his father for $5,000 (Gale, 1938). He was twenty three years old, and had worked hard to save enough money for the purchase. That same year, he married Isabella Hardenberg, one of Riverside’s first schoolteachers. Isabella had also been a boarder at the Glenwood. Within two years, Miller enlarged his hotel; the two-story addition cost $10,000 and included thirty new guest rooms, a dining room, office, reading room, and parlor (Klotz, 1982).

In 1902, with investment funding from a stock cooperative, railroad magnate and business leader Henry E. Huntington, as well as his own money, Frank Miller built a new Glenwood hotel (Gale, 1938). The architecture of the new Glenwood reflected the recently popular Mission Revival style. The old family home remained on the grounds of the property, next to the new hotel. Workers stripped the clapboard from the house and removed the second story, in keeping with the Mission Revival style, Frank Miller renamed the building the “Old Adobe." The hotel opened in January 1903. The Glenwood became the Glenwood Mission Inn and, ultimately, the Mission Inn. Public response showed Frank Miller had stumbled into something big. As "Master of the Inn," Miller capitalized upon his colorful revision of California’s history and continued to expand his hotel over the next thirty years.

Mr. Miller was a fascinating man, a combination of showman and promoter, businessman and community leader. He never missed an opportunity to develop and market Riverside and the Mission Inn. The placement of the hotel’s Cloister Art Shop, managed for many years by his daughter Allis, insured every guest would have an opportunity to see and purchase items to take home. “Dramatize what you do” was one of his favorite phrases, and he borrowed liberally from California’s history to create a sense of the past at his new hotel. The Congregationalist Sunday school teacher sometimes even dressed as a padre; friends would call him Father Frank, as if he were a member of the Spanish clergy who had established the original California Missions himself (Gale, 1938).

Mr. Miller and his family traveled and collected. They brought back hundreds of decorative items for the hotel. One little bell Allis sent back from Europe grew to a collection of close to eight hundred bells (Moore, 1998). Friends of the Millers and the hotel helped add to their collections as well. Guests could purchase books with information on the various collections. These artful accumulations not only made a visit to the hotel a unique experience – they also contributed to the need to expand the hotel.

In all that Miller did to bring people to his doorstep, he continued to adhere to his moral and religious convictions. He made friends easily, counting industrialists, politicians, newspapermen, and celebrities among his circle. His lack of formal education did not hinder these associations. He joined with influential men, including University of Southern California President Rufus von Kleinsmid and Dr. Ray Wilbur, president of Stanford University, to found the Institute of World Affairs (Gale, 1938). This organization of learned individuals and social leaders worked to find peaceful alternatives to war. The institution gradually evolved into today’s respected Council of World Affairs.

Miller always treated his guests like friends of the family. Miller touched people so deeply because he cared for them, regardless of their background. His parents attended Oberlin College, an institution that battled slavery. Perhaps this, along with his mother’s Quaker convictions, and the fact that most of his early childhood friends in Tomah, Wisconsin were Winnebago Indians, contributed to his becoming a civic leader who worked tirelessly to protect the civil rights of minorities (Gale, 1938).

Miller never lost sight of the importance of his own family. His wife Isabella Miller died in 1908. She is memorialized as St. Cecilia, the patron saint of music, in a beautiful three-part stained glass window in the Cloister Music Room. At her shoulder sits her pet macaw, Joseph. In 1910, Miller married Marion Clark in New York City. Marion was a trusted member of the Mission Inn staff. For many years, the couple enjoyed their home, named Mariona, in Laguna Beach.

The Miller family included Frank’s brother Ed, who was initially in charge of transportation and later supervised the motor pool. Historian Esther Klotz said that Ed Miller “was excellent with women, horses and carriages, and later with automobiles” (Koltz, 1982, p.12). Frank’s sister Emma married Gustavus O. Newman, a noted civil engineer. Newman worked for the Southern Pacific railroads, supervised the construction of bridges, and played an important role in the development of Riverside as chief engineer of the Pacific Light and Power Company (Riverside Enterprise, December 5, 1921, p.3).

Frank’s sister Alice married Frank Richardson in 1885. She and her husband began to manage the Glenwood Hotel shortly after their wedding. Mr. Richardson passed away in 1906, and Alice turned her life’s energy toward managing the Mission Inn until her death in 1938. Frank Miller’s daughter, Allis Hutchings, and her husband, DeWitt Hutchings, succeeded her as owners and managers of the Inn.

Frank Miller died in 1935. Lost with Mr. Miller’s passing were his creativity, drive, promotional abilities, and vision. Allis and DeWitt Hutchings took over the running of the hotel, but they faced formidable changes in the travel industry. The dramatic rise in use of the automobile, along with new resort destinations and activities, made the Mission Inn seem outdated and out of fashion. Business at the Mission Inn began to slip. People no longer stayed at the hotel for extended periods; Palm Springs and other locations had replaced Riverside as a popular destination. The couple struggled to keep the hotel open and tried to attract new guests by adding modern amenities. The South Seas-inspired Lea Lea room, decorated with large tikis, bamboo, and palm fronds, opened in 1939 (Klotz, 1982). It became a favorite place for dancing, especially for the airmen and soldiers stationed at March Field and Camp Hahn. In 1948, a swimming pool, "El Agua Azul," replaced the Old Adobe. Mr. and Mrs. Hutchings died within four months of each other – Allis in 1952, DeWitt in 1953. Their three children sold the hotel in 1956 to Benjamin Swig of San Francisco, and the Miller family's 80-year ownership came to a close.

________________

Gale, Zona. (1938). Frank Miller of Mission Inn. New York: D. Appleton-Century Company.

Klotz, Esther. (1982). The Mission Inn: Its History and Artifacts. Riverside, CA: Rubidoux Printing.

Moore, Barbara. (Ed.). (1998).  Historic Mission Inn.  Riverside, CA:  Friends of the Mission Inn.

Guiding Questions:

  1. What attributes define someone in history as a “person of influence?”
  2. What can we discover about a person by her/his personal artifacts and family influence?
  3. Is it true that one must be “loved by large numbers of people that you have never met” to achieve immortality?  (Sigmund Freud)

Learning Opportunities: What do you expect your students to do by the end of this lesson? (Objective):

As a component during instruction on analysis of the transformation of the American economy and the changing social and political conditions in the United State in response to the Industrial Revolution, students will:

  • Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford). 
  • Write a persuasive composition:
    • Include a well-defined thesis (i.e. one that makes a clear and knowledgeable judgment).
    • Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.
    • Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
Assessment: What evidence will let you know that each and every student has achieved this objective?

Guided Discussion Questions:   What review, refocus, or leading will occur that will ensure that students are focused on the learning? (Anticipatory Set):

To introduce the topic of persons of influence during the Industrial Revolution:

1. What characteristics must one possess to considered a person of influence?
2. How much of one’s personal life affect public performance?
3. What do personal artifacts say about us?
4. Should a public person of influence be responsible for being a role model?
5. What was the Industrial Revolution?  How did it change the way we live?
6. What character traits would one have to possess to have been a leader during the time of the Industrial Revolution?

Instructional Plan: How will the lesson be structured? What strategies will be used? (Instructional Input):

  • Teacher peruses the above Introduction.
  • Teacher familiarizes self with information from website, which describes each artifact.
  • Whole class direct instruction during initial questioning – tapping into prior knowledge.
  • Whole class direct instruction for viewing artifacts from website or PowerPoint – contextual clues.
  • Tapping into student prior knowledge.
  • Critical thinking.
  • Analysis.
  • Making judgment.

Materials needed to teach this lesson:

  • Mission Inn website viewed on classroom LCD projector or printout PowerPoint and use on overhead or students may view from home or on classroom computer in small groups.
  • Computer access for Internet research resources.
  • Library resources.
  • Computer access with PowerPoint if students choose this method of display of information.
  • Poster board if students choose this method of display of information.
  • Art materials to create poster.
  • Writing prompt (persuasive composition).

Groupings that will be used in this lesson:

  • Whole class for checking for prior knowledge, guided questions, viewing artifacts, brainstorming for names, creating a chart of persons involved in the Industrial Revolution.
  • Whole class for introducing assignment (PowerPoint/poster/persuasive essay/research paper).
  • Small groups to gather research materials.
  • Independent writing of persuasive composition.
  • Working in small groups of peer review of first draft.

Checking for student understanding:

Opportunities for students to practice the skill/concept: (Guided Practice):

Hold class discussion to elicit attributes and contributions of persons of influence.  What makes a person become to be known as a “person of influence?”  Show PowerPoint or website.  Class discussion at the end:  What personality traits would one have to possess to be able to be a leader; a person of influence?  Discuss various entrepreneurs, bankers, industrialists – what was the contribution of each of these people? 

Opportunities for students to practice the skill/concept independently: (Independent Practice):

After class discussion, students each choose one American Industrial Revolution entrepreneur, banker, or industrialist to research.  Student will research and prepare a research paper and poster or PowerPoint to demonstrate knowledge of chosen individual. 

Opportunities for students to reflect, summarize, clarify, or explain learning: (Closure):

  • Present poster/PowerPoint to class.

Extensions:

  • Field trip to the Mission Inn.

  • Student chooses someone she/he feels was a person of influence in the Industrial Revolution and write a persuasive composition in which student discusses character traits necessary to be successful entrepreneur, banker, or industrialist. 

  • Student writes a narrative composition describing her/his perception of “A Day in the Life” of the chosen Industrial Revolution entrepreneur, banker, or industrialist.

     

English Learners:

Beginning:  Write a paragraph describing the Industrial Revolution.

Intermediate:  After locating information from resources, write at least one paragraph introducing one “person of  influence” (banker, entrepreneur, and industrialist) from the Industrial Revolution.

Advanced:  Write a research paper in which student discusses character traits necessary to be a successful entrepreneur, banker or industrialist in the Industrial Revolution.

G.A.T.E. Students:

Develop an effective multimedia marketing campaign for a specific person for whom you think deserves recognition as a “person of influence” of the Industrial Revolution.

Socratic Seminar:

  • Would a person of influence from the Industrial Revolution be successful today?  Are the same skills that made that person successful the same as the skills necessary for success in today’s world?
  • Sigmund Freud said, “Immortality is being loved by large numbers of people that you have never met.”  Is this true?  Must one be loved to achieve immortality? 
  • Should those in the public, persons of influence, be responsible to be role models in her/his personal life as well?                     
  • What would Frank Miller think about his Mission Inn today; about Riverside? 
 
 
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