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Grade Level 4

History and Social Studies:

4.4.4 Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles ).

Literature and Language Arts:

2.3 Write information reports:
a. Frame a central question about an issue or situation.
b. Include facts and details for focus.
c. Draw from more than one source.

Analyzing text
Critical thinking
Cause and effect
Expository critique
Making inference
Visual analysis
Write informational composition
Delivering oral presentation
Research
February 8, 2007

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

Vocabulary
Pretest/Post test (blackline master) | Word
Socratic Seminar | Word
Informational writing prompt (Link #6)
Informational composition rubric (Link #7)
Poster rubric | Word
Immigration general information (Link #9)
PowerPoint |PPT (Large file - Save to hard-drive before opening.)
PowerPoint Slide Reference
Interview Question Suggestions (blackline master) | Word

Mission Inn Museum website
California State Framework for background summary information.
“Making Democracy Work for Everyone”
“Chinese Boycott Case” working with documents
“Chinese Immigration to California”
“Immigration Attitudes in American History”
  Library of Congress: Immigration
  Immigration simulation
American Immigration: simulation
Library of Congress: celebrity immigrants
Constitutional Rights Foundation – Debate Links
U.S. Immigration History
Library of Congress – Irish contributions to America
Library of Congress – Native American contributions
Library of Congress – German contributions
Library of Congress – African contributions
Library of Congress – Scandinavian contributions
Library of Congress – Italian contributions
Library of Congress – Japanese contributions
Library of Congress – Mexican contributions
Library of Congress – Chinese contributions
Library of Congress - Puerto Rican/Cuban contributions
Library of Congress – Polish/Russian contributions
Library of Congress – “Immigration”
Center for Immigration Studies –
Charts and Graphs on immigration impact in United States
Thousands of photographs from California history
Official Ellis Island site
Lots of resources from school site project

March 8, 2007
Feedback and Evaluation
Email Lesson to friends or colleagues
 
Cultural Diversity Lesson Plan | 4th Grade Level
Download Complete Cultural Diversity Lesson Plan for 4th Grade Level | pdf xx kb

Contributions of Immigrants

Introduction:

The United States of America has long been regarded as the Land of Opportunity, freedom, and having a high standard of living. Throughout the history of America, immigrants have been important contributors to all facets of life, including the economy, science, industry, entertainment, sports, art, architecture, and government. Influences from these immigrants from around the world are seen and heard in all parts of the country, tasted in our foods and heard in the language.

Many immigrants from all over the world came to California between the 1870s and 1910s. Immigrants often suffered discrimination when they arrived in California, but their rich cultures, hard work, desire to build a good life, and differences added to the success of the state. Immigrants made many contributions to the growth and development of California. Domingo Ghirardelli, immigrated from Italy and started a chocolate factory in San Francisco. Levi Strauss, from Germany made and sold Levi denim blue jeans to the gold miners during the Gold Rush. César E. Chávez, whose family immigrated from Mexico, moved to California and became a labor leader, civil rights leader, and leader of a movement that worked for social justice.

From the beginning as a nation, the United States has had a history of accepting immigrants from all over the world and in fact, as of 2006, has accepted more legal immigrants as permanent residents than the rest of the world combined. Their contributions are numerous; however, not all Americans have been accepting of these new citizens. One who did, Frank Miller, Founder of the Riverside Mission Inn, not only accepted these immigrants, but celebrated the cultural diversity for which the United States is known and demonstrated his appreciation of a multicultural society whenever the opportunity arose.

Background for the teacher:

When Riverside was founded in the early 1870s, its leaders expressed a community goal which seemed to embody some of what we would call today “cultural diversity” and a desire for all to work together harmoniously. One of these leaders was community founder Judge John W. North who saw his new area:

made up of educated, enterprising, progressive people; where neighbor is a companion and a friend; where each will vie with the other in building the school house, the church, the lyceum, the library, and the reading room; and where the views of all would harmonize in an onward march toward all that is pure, and beautiful and good (Lech, 2004, p. 172).

Attracted to this fledgling region, was a civil engineer interested in helping to develop the canal system intended to irrigate the soon to be planted citrus crop. His name was C.C. Miller. After working on one canal, he gave up his engineering goals for a few years to build and operate a boarding house in what is now the center of Riverside. By 1880, Mr. Miller sold the business to his 22-year old son Frank, whose legacy affects us to this day. Frank Miller ran it as the Glenwood Inn and later developed the Mission Inn on the same site. He operated the hotel until his death in 1935. Right from the start Frank Miller exhibited an interest in developing relationships with people who were different from himself.

Miller hired Chinese workers that lived in a nearby Chinatown and who served the community in many ways, from helping to build the canals, performing many odd jobs including gardening, as well as operating laundries. It is believed that very few local businesses were willing to hire the Chinese due to the 1882 Congressional Chinese Exclusion Act. Apparently, the law did not intimidate Frank Miller. Despite the federal act, we know that much of the success of Riverside’s citrus industry can be attributed to the Chinese who emigrated from Southern China.

Miller’s worldview might have also been influenced by his exposure to leading thinkers and activists of this time. For example, beginning in the 1880s Frank Miller entertained Wilson Crewdson, the curator of the Japanese collection at the British Museum in London (Gale, 1938). A long-term relationship was sparked which apparently introduced Mr. Miller to Japanese artifacts and culture that continues to be a significant part of the Mission Inn to this day.

Behind the scenes, Miller did what he could to promote a more equitable society. Early in the 20 th century a Japanese businessman, Jukichi Harada, wanted to purchase a home in Riverside for his family but was denied the opportunity as a result of the 1913 California Alien Land Law forbidding immigrants from purchasing property. (Klotz, 1982). He proceeded with the purchase and placed the ownership in his children’s names who were United States citizens because they were born here. Frank Miller quietly helped support the Harada Family, and helped to pay for Jukichi Harada’s legal costs as he fought for his family’s right to own their home. A landmark decision by the California Attorney General ruled in favor of the Harada’s. This case was observed by Japanese around the world and the decision was welcomed.

During the mid-1920s Frank Miller traveled to Japan and was greeted as a dignitary and unofficial ambassador of peace, good will, and friendship. Miller was honored by the Japanese government, both in Japan and at the Mission Inn. A display of 58 large dolls was sent to Riverside as a token of friendship by school children from Japan which later traveled to various American cities.

The Riverside area has played an important role with respect to the Koreans who came to this area to work. It was not easy for them because they were treated unfairly by many. Today, an impressive statue and memorial honoring Dosan Ahn Chang Ho stands on the downtown Riverside pedestrian mall. He arrived in 1904 to help the small but eager group of immigrant Koreans find work in the citrus orchards. Through his effort and with the support of many, including the Millers, local Koreans were able to work. About 10 years later a handful of Koreans from Los Angeles were hired to pick fruit near Hemet. Unfortunately, when they arrived they were run out of town and the picking was not accomplished. J. R.Gabbert, proprietor and editor of the Riverside Enterprise wrote an editorial supporting the Koreans.

The architecture of the Mission Inn, with its unique blend of Asian, Italian, and Arts and Craft influences, pays homage to a diverse worldview. The predominant architectural motif, though, is the Mission Revival style, used in buildings throughout Southern California including Riverside. Thus began what was later to be known as the Mission Inn. Many still think that the hotel was once one of the twenty-one California missions converted to a hotel. It was never a mission nor was it a religious institution; rather it was a facility designed to remind everyone of the importance of missions in California’s history. Although there is a lot of Catholic imagery, including the exterior of the wedding chapel, throughout the hotel it was selected to enhance the mission theme and not for religious reasons.

The 19th century was a difficult time for American Indias, who were forced to assimilate with the rest of America. In one attempt, the Bureau of Indian Affairs created resident schools for children, often a long way from their families. One such school was created in Perris south of Riverside. Its facilities were modest, causing Frank Miller to seek federal support to move the facility to Riverside. He appealed to James Schoolcraft Sherman, a member of Congress and head of the Committee on Indian Affairs. Congress voted favorably and the school was moved and named for Congressman Sherman who later became the Vice President of the United States serving under William Howard Taft. Frank Miller was instrumental in establishing a trolley service between the Mission Inn and the Indian School a few miles south on Magnolia Avenue (Patterson). This allowed Miller and the Mission Inn to hire many of the students to work and to entertain guests staying at the hotel. Today, the Sherman High School continues to offer educational services to as many as six hundred students representing a broad spectrum of Native Americans from over one hundred tribes.

Miller also felt that, by introducing a variety of artifacts and architectural designs that represented many cultures and religions, his hotel business would improve. Apparently, it worked because the hotel was successful during the Frank Miller years. As the Spanish speaking population increased in the area, the Mission Inn did not hesitate to hire them to work in the hotel and in many cases to entertain the guests. Not only was it a good source of employees but it also contributed to the Mission Revival theme.

Frank Miller paralleled President Theodore Roosevelt by inviting the pioneering black educator Booker T. Washington to stay at his hotel. A few years earlier the president invited Mr. Washington to sleep and eat in the White House, resulting in Mr. Roosevelt to be strongly criticized by the press for entertaining a Negro (Morris). On the other hand, Frank Miller was honored for having Washington as a guest. Both Washington and Miller became friends. The visit was a very important time for Riverside and for the Mission Inn. A bust of Booker T. Washington, near the front entrance of the hotel, commemorates the historic visit. It was unveiled in 2004 and created by local artist Bernard Edmonds.

Frank Miller was also dedicated to promoting peace amongst the different peoples of the world. Early in the 20 th century and continuing to the present peace conferences have been held in the hotel. Many famous people have attended these sessions such as U.S. Vice President Charles Fairbanks, author and naturalist John Muir, journalist Ida Tarbell, and even young student John F. Kennedy. Today, the World Affairs Council meets regularly at the Mission Inn and is a continuation of Miller’s desire to seek and promote good will. It was also a way to insure a continuous flow of business to his unique and interesting hotel. Local citizens honored Frank Miller in 1925 by creating a peace tower on Mt Rubidoux overlooking downtown Riverside. It was a way to recognize the extreme effort he made to spread the concept of peace around the world. The final wing of the Mission Inn was completed in 1931 and included “The Rotunda International,”designed to recognize and honor people and nations for helping to make his hotel successful while also spotlighting the diversity of the people who had walked through the doors of his unique hotel.

Author: Dr. Jerry Gordon
__________________________    

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

Lech, Steven. (2004). Along the Old Roads. Riverside, CA: Steve Lech.

Morris, Edmund. Theodore Rex. New York: Random House, 2001.

Patterson, Tom. (1971). A Colony for California Riverside’s First 100 Years. RiversidePress Enterprise Company.

Guiding Questions:

  1. Why have people come to the United States in the past?
  2. Why do people come to the United States today?
  3. What are the benefits for immigrants and for the country when people from other lands settle here?

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

As a component during instruction on how California became an agricultural and industrial power, students will be able to:

  • Describe rapid American immigration, internal migration, settlement, and the growth of towns, and cities (e.g. Los Angeles)

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 the meaningful contributions of immigrants to the United States:

  1. Why did people from around the world immigrate to California?
  2. From what countries did the largest groups of immigrants migrate? Why did they leave their own country for the unknown in America?
  3. What influences of the various immigrants do you see in your everyday life?
  4. What can we learn from immigrant family members, neighbors, teachers, cafeteria workers, custodians, or principals?

(Display the following on LCD projector from website or PowerPoint Link – PowerPoint may also be copied to transparency for use on overhead projector if there is no LCD) Explain that Frank Miller, local entrepreneur, designed and furnished the Mission Inn to reflect the Spanish architecture of the California Missions and subsequently furnished and adorned his Mission Inn with artifacts from various cultures he admired. Tell students that today they will have the opportunity to view the architecture and ambiance of those diverse cultures reflected in a local landmark, the Mission Inn. (At each link during your Mission tour, online written narrative is available to describe the artifacts. )

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

  • Teacher peruses the above Introduction and Background Information.
  • See sidebar for additional information from California State Framework.
  • 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.
  • Collaborative discussion and research on one group of immigrants for information to include on contributions poster.
  • Analysis of research materials and history text to determine immigrant groups and contributions of each.

Materials needed to teach this lesson:

  • Cultural Diversity website viewed on classroom LCD projector or printout PowerPoint (Link #10 and Link#11) and use on overhead or students may view from home or on classroom computer in small groups
  • Computer access for Internet research resources
  • Access to student history text, books, encyclopedias, videos on immigration in America
  • World Map with student access (to place pin or point out geographic origins of immigrants)
  • Poster board and art supplies
  • Immigration in California information page
  • Student interview work page
  • Information graphic organizer
  • Information writing prompt

Groupings that will be used in this lesson:

  • Whole class for checking for prior knowledge, guided questions, viewing artifacts, introducing prompt
  • Small groups for discussion and immigrant group determination
  • Independent and group research
  • Independently to choose and interview one person
  • Independently write informational composition
  • Independent oral presentation
  • Group to research and produce poster

Checking for student understanding:

  • Classroom discussion/questioning
  • Graphic organizer
  • Pre/post test
  • Vocabulary review

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

  • Post a large map of the world on a bulletin board. Tell the students that most people who live in California come from families that immigrated to California, and ask “Does anyone know what country their family immigrated and when? When did your family enter the U.S.? When did your family move to California?”
  • Let the students put colored pins in the country or countries from which their family arrived. List these countries on the board.
  • Briefly tell them about your heritage and your family’s immigration history and show from where your family originated on a map.
  • Optional: Distribute information sheet on immigration in California .
  • Remind students that sculptures and displays in tribute to notable individuals and groups of people who have made a meaningful contribution to our city and country are seen throughout the Riverside Mission Inn.

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

  • Students will conduct an interview in order to find evidence of any immigrant history in family members, teachers, custodial staff, cafeteria staff, or office staff. The students will tie their research to the immigrant history of California and the influence of assigned immigrant group. (Distribute interview work page.)
  • Allow one week to interview.
  • Information gathered will be used to write a report, adhering to rubric guidelines to use writing process to write an account of how the original family members came to the U.S. or California, and identify what routes were taken and what kind of work the family members did and what life was like for these family members. Have them include interesting family stories of the journey or lives of their ancestors that includes the country of origin, date of arrival, route taken to California, work history, experiences, photos, and any remembered family stories of the original immigrants.
  • Students will then give an oral account of where their immigrant ancestors came from and post their work in the room.

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

  • Students will write a thank you letter to the object of the interview, mentioning what was most significant and interesting regarding the interview.

Extensions:

  • Visit to the Mission Inn in Riverside.
  • Trace family roots and create a family heritage tree.
  • The students may investigate the countries that are part of their heritage, on line, in encyclopedias, or in the library, and write a report on the country.
  • The students may visit a travel agency and get information about the country.
  • The students may attempt to contact any relatives that continue to live in the original country and correspond with them.

English Learners:

Beginning: Locate and write at least one contribution by an immigrant group/person.

Intermediate: After locating information from resources, write a brief list of the contributions of the immigrant population chosen by the student group.

Advanced: Interview a relative or staff member regarding immigrant background and write an informational report on results of interview.

G.A.T.E. Students:

Socratic Seminar:

  • What questions were unanswered after your studies? How will you find out the answers?
  • What complications sometimes develop for immigrants and for the country?
  • Should the United States today allow anyone from another land to move here permanently? Why?
  • Should the United States put a quota, or limit, on how many people come here from other places?
  • Does the country of origin affect an immigrant’s acceptance into mainstream America?
  • Who deserves the Peace Tower today? Why?


 
 
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