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Grade Level 10

History and Social Studies:

10.6.4 Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).

Literature and Language Arts:

Writing Application:

2.1 Write a short story:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
Analyzing text
Critical thinking
Cause and effect
Expository critique
Making inference
Visual analysis
Write short story
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
Writing Prompt (blackline master) | Word
Short Story Rubric (blackline master) | Word
Vocabulary review| Word
Pre/post test (blackline master) | Word
Pre/post test PowerPoint Gameboard| Word
PowerPoint Mission Inn Artifact | PPT (Large file - save to hard-drive before opening.)

Ernest Hemingway
Ernest Hemingway
Lost Generation
Lost Generation
Lost Generation
Lost Generation
T.S. Eliot
Gertrude Stein
Gertrude Stein
Gertrude Stein
Pablo Picasso
Pablo Picasso
Pablo Picasso
Lost Generation
Lost Generation

March 23, 2007
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Movers and Shakers| 10th Grade Level
Download Complete Movers & Shakers Lesson Plan for 10th Grade Level | pdf xx kb

Gather at the Mission Inn: Before and After WWI

Introduction:

The people who move and shake society have made the Mission Inn a favorite haunt since it first opened its doors in 1903. Presidents, social leaders, entertainers, and other celebrities have all left their mark, making the Inn the center stage of Riverside’s public life for over a century.

Background for the teacher:

The people who move and shake society have made the Mission Inn a favorite haunt ever since it opened its doors in 1903. Presidents, social leaders, entertainers, and other celebrities have all left their mark, making it the center stage of Riverside’s public life for over a century.

Those who served as President of the United States and visited the Inn have been commemorated by oil portraits, painted by Riverside artist Bonnie Brown, that hang in the main lobby. William McKinley registered at the Mission Inn’s predecessor, the Glenwood Inn, while still a Ohio Congressman in May, 1881. He later became the twenty-fifth American president. Benjamin Harrison, while serving asthe twenty-third president, stopped outside the Mission Inn in April 23, 1891, and accepted a basket of flowers from Frank Miller’s daughter, Allis. Theodore Roosevelt, while twenty-sixth President of the United States, stayed at the Inn from May 7-8, 1903. He transplanted one of Riverside’s two famous parent navel orange trees in the Courtyard of the Birds. These trees launched a citrus economy that made Riverside the richest American county of the 1890s. The twenty-seventh American President, William Howard Taft, briefly attended a banquet at the Mission Inn on October 12, 1909, where he was provided with a custom-made chair ordered by Frank Miller and specially constructed to accommodate his 300 pound-plus frame. The chair still can be seen in the lobby today. Secretary of Commerce Herbert Hoover also visited the hotel while en route to choose a site for the Boulder Dam in March 19, 1922. He was later elected the thirty-first President, and then returned to the Inn in March, 1939, after his term in office had expired, to help Republican Party officials plan for the elections of 1940. John Fitzgerald Kennedy attended the Institute of World Affairs at the Mission Inn in December of 1940 when only twenty-three years of age shortly after authoring the best-selling book Why England Slept. He was elected the thirty-fifth President nineteen years later. He bears the distinction of being the only Democrat to have a presidential portrait hung in the main lobby. Richard Nixon married Pat Ryan in the Inn’s Presidential Suite in June, 1940, although he had probably visited the hotel numerous times previously as a teenager. A bronze plaque in the main lobby today memorializes the wedding. Nixon went on to be elected the thirty-eighth President in 1968.

The Mission Inn continued to be a vital conference site for national figures in the second half of the twentieth century, as well. President of the Screen Actor’s Guild and future fortieth President of the United States Ronald Reagan married his bride Nancy Davis at the Little Brown Church in the San Fernando Valley, then drove fifty miles to spend his wedding night with her in the Mission Inn, on March 4, 1952. Former President Gerald Ford, our thirty-eighth chief executive, visited the hotel in March, 1998, over a decade after he vacated the Oval Office, to attend a fund raiser for Congresswoman Mary Bono. George W. Bush attended a fundraiser in September 29, 1999, before winning the 2000 election and becoming the forty-third President. He returned in 2003 to see his friend and supporter, Mr. Duane Roberts, the Keeper of the Inn.

Other statesmen and government officials visiting the Inn include Crown Prince Gustavus Adolphus of Sweden, Japanese Prince and Princess Kaya, Grand Duke of Russia Alexander Milhailovich, Vice Presidents Richard Cheney, Dan Quayle, and Charles W. Fairbanks (served under T.R. Roosevelt). Supreme Court Justice Sandra Day O’Conner, CaliforniaGovernor Arnold Schwarzenegger, Congressman Newt Gingrich, L.A. Mayor Richard Riordan, and North Carolina Senator Elizabeth Dole have also visited.

The list of social leaders making stops to the Mission Inn include Susan B. Anthony, one of the major movers and shakers in the ratification of the 19 th Amendment, guaranteeing women the vote. She not only lodged at the Glenwood Inn (predecessor to the Mission Inn) on June 13, 1895, but was also entertained by her distant cousin Frank Richardson, co-manager of the Inn and brother-in-law of Frank Miller. Other visiting social leaders include industrialists Andrew Carnegie,John D. Rockefeller, Collis and Henry Huntington and Henry Ford, social commentator and scientist Albert Einstein, newspaper magnates Joseph Pulitzer and William Randolph Hearst (prior to building his castle), pioneering historian Hubert H. Bancroft, publisher Harry Chandler, civil rights advocate Booker T. Washington, crusading journalists Ida Tarbell and Charles F. Lummis, disablities advocate Helen Keller, and Sierra Club founder John Muir.

A complete list of the entertainers who were guests or visitors of the Inn is similarly exhausting, but some on such a list would include: Barbara Streisand and James Brolin, Chuck Norris (uncle of Kelly, Mrs. Duane Roberts), The Osbournes, Drew and Ethel Barrymore, Merle Haggard, Betty White, Oliver Stone, Tears for Fears, The Cast of Extreme Makeover, Glen Campbell, Stephanie Edwards, James Coco, Raquel Welch, Spencer Tracy, Eddie Cantor, Charles Boyer, Fess Parker, Clark Gable, Madame Helena Modjeska, Judy Garland, Mary Pickford, Jack Benny, Cary Grant, Lillian Russell, Sarah Bernhardt, Harry Houdini, W.C. Fields, Bette Davis, and Ginger Rogers.

It is no exaggeration to characterize the Inn as a magnet for “movers and shakers”, a key nexus where Riverside, California has been molded into an important location for social change on the local, national and international level.

SELECTED BIBLIOGRAPHY:

Hall, Joan. Through the Doors of the Mission Inn, Vol. I. Highgrove Press, Riverside: 1996.

Hall, Joan. Through the Doors of the Mission Inn, Vol. II. Highgrove Press, Riverside: 2000.

“Hoover visited in Riverside.” Riverside Press Enterprise. October 22, 1964.

Screen Actor’s Guild web page http://www.sag.org/history/presidents/reagan.html

“Sec. Hoover Here for Short Visit.” Riverside Daily Press. Monday, March 20,1922.

 

 

Guiding Questions:

1. How would you define “Intellectual Life?”

2. What do we mean by the term “mover and shaker?

3. Who are movers and shakers our own modern Intellectual Life?

4. Who are some prominent figures in art and literature today?

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 effects of World War I, students will:

• Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).

• 2.1 Write a short story:

a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

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 movers and shakers in the intellectual life of the United States during and immediately after World War I:

1) What qualities must one possess to be considered an intellectual “mover and shaker”?
2) Have our perceptions of what makes one a “mover and shaker” changed over time?
3) Does the American public respect the movers and shakers of who we consider our intellectuals today?
4) What effect does world events have on our literature, art, and our intellectual life? Give examples.

(Display the following on LCD projector from website or PowerPoint – PowerPoint may also be copied to transparency for use on overhead projector) Explain that since Frank Miller, local entrepreneur, founded the Mission Inn in 1903, it has been a favorite gathering place for movers and shakers in politics, social activism, and the entertainment industry. (At each link during your Movers and Shakers tour, online narrative is available to describe the artifacts.) (PowerPoint Artifact Tour) (Link to Reference List with link from each slide to Mission Inn Artifact Narrative)

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.

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 access for research resources.

Groupings that will be used in this lesson:

• Whole class for checking for prior knowledge, guided questions, viewing artifacts, introducing prompt.
• Small groups to gather research materials.
• Independent student research.
• Independent student writing.

Checking for student understanding:

• Classroom discussion/questioning
Pre/post test
Vocabulary review
• Review of writing process drafts
Rubric scoring of final short story composition

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

After PowerPoint viewing and classroom discussion, instruct students to work in small collaborative groups to gather research materials on those involved in World War I art, literature, and the intellectual life of that era.  Students will choose one person on which to focus and after teacher approval will begin research.  Student will submit research notes before beginning composition.

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

Students will work independently to write the short story in which student will imagine he/she is a reporter for the Los Angeles times during World War I.  The student has just spent the weekend at the Mission Inn in Riverside, California and is writing a gossip column describing the conversation(s) with the person student chose to research.  The topic during the conversation at one point centered on World War I and how the war influenced that particular interviewee and his/her work as a result.  The reporter (student) will also describe how the art, literature, or intellectual life was influenced as a whole as well.

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

Journal write:  “How does war influence not only the military and political life of a culture, but its intellectual, literary, and art culture as well?”

Extensions:

  • Field trip to the Mission Inn.
  • Choose someone you would consider a “mover and shaker” in art, literature, or the intellectual culture today and write a testimonial.  Design a medal to present as you read the testimonial aloud.

English Learners:

Beginning:  Write a paragraph explaining the definition of “intellectual life” and “movers and shakers” of that genre.

Intermediate:  After locating information from resources, at least one paragraph about a person considered a mover and shaker in art, intellectual life, or literature during World War I.

Advanced:  Write a reflective composition in which you describe how art, literature, and intellectual life was influenced by World War I.

G.A.T.E. Students:

Develop an effective multimedia marketing campaign for a specific person for whom you think deserves recognition as a “mover and shaker” in art, literature, or intellectual culture today.

Socratic Seminar:

  • How does one legitimately claim to be a part of the intellectual life in the United States?
  • Do we, in fact, have an intellectual culture in the United States?
  • Should there be a criterion that defines art with specific parameters?
 
 
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