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Grade Level 11

History and Social Studies:

History and Social Studies:
11.5.6 Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture,

Literature and Language Arts:

2.3 Writing Application: Reflective Composition
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas

Analyzing text
Critical thinking
Cause and effect
Expository critique
Making inference
Visual analysis
Write reflective composition
Nonlinguistic representation
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
Reflective Analytic Rubric (blackline master) | Word
Pre/post test (blackline master) | Word
Pre/post test PowerPoint Gameboard| Word
Vocabulary review| Word
PowerPoint Mission Inn Artifact | Word (Large file - save to hard-drive before opening.)
Reference List | Word

Popular Culture Movers and Shakers in 1920’s United States:
 
Encarta
Exporting Popular Culture
Answers.com
Kingwood College Library
Library of Congress
Voice of America – primary resource
   
Popular Culture Movers and Shakers today:

Wikipedia- Arts and Entertainment in U.S.
Web Generation
Food and Popular Culture
University of Virginia

March 23, 2007
Feedback and Evaluation
Email Lesson to friends or colleagues
 
Movers and Shakers | 11th Grade Level
Download Complete Movers & Shakers Lesson Plan for 11th Grade Level | pdf xx kb

American Popular Culture Come to the Mission Inn

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 popular culture?
  2. What do we mean by the term “mover and shaker?
  3. Who are movers and shakers in modern popular culture? 
  4.  How are movers and shakers marketed in today’s culture as compared to past history?

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 major political, social, economic, technological, and cultural developments of the 1920’s:

• Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
• Write a reflective composition in which students discuss popular culture and the influence of diversity in our pop culture.
• Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).
• Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.
• Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

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 popular culture of the United States, and how technology helped not only to spread American pop culture nationally, but internationally as well:

1. What qualities must one possess to be considered a “mover and shaker” today?
2. Have our perceptions of what makes one a “mover and shaker” changed over time?
3. What role does the media have in popular culture?
4. Is it important to be famous?
5. What is the difference between being famous and infamous? Is it true that, “the only bad publicity is no publicity?

(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.
  • If possible, old magazines that may be scanned or cut up to create collage.

Groupings that will be used in this lesson:

  • Whole class for checking for prior knowledge, guided questions, viewing artifacts, introducing prompt.
  • Small groups to create collages, as noted below.
  • Independent writing of reflective composition.
  • Working in small groups of peer review of first draft.

Checking for student understanding:

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

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

Using the Internet and/or print media for research materials, instruct one half of the class of students to work in small collaborative groups to create a collage on paper or PowerPoint of “movers and shakers” in today’s popular culture.  Instruct the second half of the class of students to create a collage or PowerPoint of “movers and shakers” from 1920’s United States popular culture. Present, discuss, and display.

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

After working in collaborative groups to determine relevant information required to understand the concept of popular culture and how technology was and is instrumental in its diffusion, students will be assigned independently to write a reflective composition in which they discuss that effect from a personal perspective.

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

Journal write:  “What effect does popular culture and its diffusion through media have on my life today?”

Extensions:

  • Field trip to the Mission Inn.
  • Choose someone you would consider a “mover and shaker” in popular 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 “pop culture” and “movers and shakers” of pop culture.

Intermediate: After locating information from resources, at least one paragraph about a person considered a popular culture mover and shaker from 1920’s United States. After locating information from resources

Advanced: Write a reflective composition in which you describe how popular culture today has influenced the way you view the United States.

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” today.

Socratic Seminar:

  • “Technology has changed the lifestyle in the United States; but has it improved the quality of life in America? How/Why not?”
  • “If it is true that people are fascinated by the fall of a public figure even more than the rise to fame, what does this say about the American psyche? Do we celebrate the downfall of a public figure as much as the ascension?”
  • Are our pop culture movers and shakers more or less diverse than they were in the 1920’s United States? In what way? What does this say about us?
 
 
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