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Movers
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“Movers
and Shakers” Leave Their Mark
at the Mission Inn and Life
in the United States
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.
Oil portraits of ten United States Presidents hang in the lobby of the hotel. The portraits, by Riverside artist Bonnie Brown, commemorate the Presidents who have visited the Inn during their lifetimes: Benjamin Harrison, William McKinley, Theodore Roosevelt, William Howard Taft, Herbert Hoover, John Fitzgerald Kennedy, Richard Nixon, Gerald Ford, Ronald Reagan, and George W. Bush.
Other political leaders and government officials who have graced the Inn include Crown Prince Gustavus Adolphusof Sweden, Japanese Prince and Princess Kaya, Grand Duke of Russia Alexander Milhailovich, and Vice Presidents Richard Cheney, Dan Quayle, and Charles W. Fairbanks(who served under Theodore Roosevelt ). The Inn has also welcomedSupreme Court Justice Sandra Day O’Conner, California Governor Arnold Schwarzenegger, Congressman Newt Gingrich, L.A. Mayor Richard Riordan, and North Carolina Senator Elizabeth Dole.
The list of social leaders making stops to the Mission Inn includes Susan B. Anthony, one of the major forces in the ratification of the 19th Amendment, which guaranteed women the vote. Industrialists Andrew Carnegie, John D. Rockefeller, Collis and Henry Huntington,and Henry Ford, and scientist and social commentator Albert Einstein all appear on the list of visiting social leaders. Newspaper magnates Joseph Pulitzerand William Randolph Hearst, pioneering historian Hubert H. Bancroft, publisher Harry Chandler, civil rights advocate Booker T. Washington, crusading journalists Ida Tarbelland Charles F. Lummis, disabilities advocate Helen Keller, and Sierra Club founder John Muir have also visited the Inn.
A complete list of entertainers who have toured the Inn is similarly exhaustive. Lillian Russell, Sarah Bernhardt and Harry Houdini were early visitors to Frank Miller’s hotel. Other guests have included actors such as Ethel Barrymore, Charles Boyer, James Brolin, Eddie Cantor, James Coco, Bette Davis, W. C. Fields, Clark Gable, Cary Grant, Fess Parker, Mary Pickford, Ginger Rogers, Barbara Streisand, Spencer Tracy, and Raquel Welch, and comedians and musical entertainers such as Jack Benny, Glen Campbell, Bob Hope, Merle Haggard, The Osbournes, and Tears for Fears.
It is no exaggeration to characterize the Mission Inn as a magnet for “movers and shakers,” an important nexus for social and cultural change on the local, national and international level.
Background
Information:
The
years
that
followed
the
American
Civil
War
were
rich
with
new
inventions.
Inventors
such
as
Thomas
A.
Edison
and
Alexander
Graham
Bell
led
the
United
States
to
world
leadership
in
technology.
The
companies
and
laboratories
that
developed
around
these
inventors
often
grew
into
major
industries
with
world-wide
markets.
Alexander
Graham
Bell
invented
the
telephone
in
1876.
Between
1876
and
1882,
Thomas
Alva
Edison,
one
of
the
country's
most
prolific
inventors,
invented
the
phonograph,
electric
light,
and
many
other
inventions
in
his
Menlo
Park
laboratory.
These
inventions
changed
home
life
and
work
life.
Progress
was
stimulated
by
new
technology
in
the
farming,
manufacturing,
engineering,
and
producing
of
consumer
goods.
Mass
production,
the
department
store,
suspension
bridges,
the
telegraph,
the
discovery
of
electricity,
high-rise
buildings,
and
the
streetcar
seemed
to
substantiate
the
idea
of
unrelenting
progress,
only
occasionally
slowed
by
temporary
periods
of
financial
distress.
Yet,
beneath
the
surface
of
the
“Gilded
Age,”
there
was
a
dark
side,
seen
in
the
activities
of
corrupt
political
bosses;
in
the
ruthless
practices
of
businesses;
in
the
depths
of
poverty
and
unemployment
experienced
in
the
teeming
cities;
in
the
horrific
labor
of
women
and
children
in
sweatshops,
mills,
and
factories;
in
the
prejudice
displayed
against
blacks,
Hispanics,
Catholics,
Jews,
Asians,
and
other
newcomers;
and
in
the
violence
associated
with
labor
unrest.
Guiding
Questions:
Define
important inventions you feel
changed the lives of Americans.
What
do we mean by the term “mover
and shaker?”
List
significant inventors and inventions.
Learning
Opportunities:What
do you expect your students
to do by the end of this lesson?
(Objective):
As
a component during instruction
on significant inventors and their
inventions, students will:
Name
the significant inventors and
their inventions and identify
how they improved the quality
of life (e.g., Thomas Edison,
Alexander Graham Bell, Orville
and Wilbur Wright).
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.
Assessment: What
evidence will let you know that
each and every student has achieved
this objective?
Venn
diagram of benefits of technology
Annotated
and illustrated timeline – rubric
scored
Guided
Discussion Questions:What
review, refocus, or leading will
occur that will ensure that students
are focused on the learning? (Anticipatory
Set):
To
discuss
the
topic
of
“movers
and
shakers”
in
society:
1.
What
qualities
must
one
possess
to
be
considered
a
“mover
and
shaker”
today?
2.
List
significant
inventors
and
their
inventions.
3.
How
do
you
determine
if
an
invention
is
significant?
4.
In
what
ways
has
technology
changed
daily
life?
5.
Is
technology
always
an
improvement
to
the
quality
of
life?
(Display
the following on LCD projector
from website or PowerPoint – PowerPoint may also be copied
to transparency for use on overhead
projector) Explainthat
since Frank
Miller,
local entrepreneur, founded the
Mission Inn in 1903, it has been
a favorite gathering place for
movers and shakers in politics,
science, social activism, and
the entertainment industry. ( At
each link during your
Movers and Shakers tour, online
narrative is available to describe
the artifacts.) (PowerPoint) (PowerPoint
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.
Small
collaborative groups create Venn
diagram.
Individual
student research to investigate
significant inventors and inventions.
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.
Large
drawing paper for the group Venn
diagram.
Art
materials to create timeline.
Groupings
that will be used in this lesson:
Whole
class for checking for prior knowledge,
guided questions, viewing artifacts,
brainstorming for names.
Small
groups to gather research materials
and create Venn diagram.
Independent
research for timeline and research
report.
Opportunities
for students to practice the
skill/concept: (Guided
practice):
Hold
class
discussion
to
elicit
names
of
significant
inventors
and
inventions.
Discuss
how
each
of
those
inventions
changed
the
quality
of
life.
Create
a
class
list
of
the
above.
Instruct
students
to
work
in
small
groups
and
to
choose
one
invention
for
group
discussion.
Students
will
draw
a
Venn
diagram
to
demonstrate
the
positive,
neutral,
and
negative
impact
this
particular
invention
had
on
our
quality
of
life.
When
students
complete
the
above,
every
group
presents
their
Venn
diagram
and
their
rationale
for
each
entry.
Opportunities
for students to practice the
skill/concept independently: (Independent
Practice):
After
working
in
collaborative
groups
to
discuss
significant
inventors
and
their
inventions,
students
will
work
independently
to
research
relevant
information on
at
least
five significant
inventors
and
their
inventions
from
the
late
nineteenth
century.
With
this
information,
students
are
to
create
an
illustrated/annotated
timeline
of
each
inventor,
his/her
invention,
year
of
invention,
and
how
this
invention
improved
the
quality
of
life.
Student
may
choose
from
the
following
categories
of
inventions:
agriculture,
communications,
construction,
home
life,
medicine,
mining,
transportation.
Students
will
also
choose
one
inventor
and
his/her
invention
from
the
nineteenth
century
to complete
research
and
write
a research
report.
Opportunities
for students to reflect, summarize,
clarify, or explain learning: (Closure):
Journal
write: “What do you feel is the
most significant invention of
the late nineteenth century? How
did it affect the quality of life
– positively and negatively?
Extensions:
Field
trip
to
the
Mission
Inn.
Choose
someone
you
would
consider
a
“mover
and
shaker”
in
the
field
of
science/technology
and
write
a
testimonial.
Design
a
medal
to
present
as
you
read
the
testimonial
aloud.
Imagine
you
are
a
newspaper
reporter
from
the
Los
Angeles
Times
in
the
late
nineteenth
century
and
during
you
stay
at
the
Mission
Inn,
you
just
met
who
you
consider
to
be
the
greatest
inventor
of
your
day.
Write
an
article
for
your
newspaper
in
which
you
describe
your
meeting
and
interview.
Writing
Application:
2.1
Write
biographies,
autobiographies,
short
stories,
or
narratives:
a.
Relate
a
clear,
coherent
incident,
event,
or
situation
by
using
well-chosen
details.
b.
Reveal
the
significance
of,
or
the
writer's
attitude
about,
the
subject.
c.
Employ
narrative
and
descriptive
strategies
(e.g.,
relevant
dialogue,
specific
action,
physical
description,
background
description,
comparison
or
contrast
of
characters).
English
Learners:
Beginning :
Write
a
paragraph
explaining
who
the
“movers
and
shakers”
are
in
the
field
of
science/technology
today.
Intermediate:
After
locating
information
from
resources,
write
at
least
one
paragraph
about
an
important
inventor
from
the
late
nineteenth
century.
Advanced:
Write
a research
report
on a
significant
inventor
and
his/her
invention
from
the
late
nineteenth
century.
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
the
world
of
science/technology
today.
Socratic
Seminar:
Is
our world a better place now that
mass transportation around the
globe is so available and fast?
Has
our quality of life improved with
the invention of the computer?
In
the future, what will people consider
to be the greatest invention of
the 20th century? Why?
Choose
one invention from the late nineteenth
century and discuss its impact
on our quality of life. Has that
impact changed over time to the
present? Are there ethical issues
involved in this invention that
would cause one to rethink any
positive impact it may have on
our quality of life?
Analyzing text 
Download
Complete
Movers
and
Shakers
8th
Grade
Level
|
pdf
xx
kb 
