Cultural Diversity: 8th Grade
Rough Draft Lesson Plan
Objectives: In this lesson students will learn about cultural diversity by viewing objects and artifacts
from the Mission Inn and Library of Congress, and will analyze the efforts of the Mission Inn’s founder,
Frank A. Miller, to bridge cultural gaps and foster an environment of understanding. Students will use
primary materials to compare and contrast the actions of Frank Miller with the general attitude of the
United States government towards immigrants and persons of different ethnicities.
Introduction and Context for Teachers: The United States of America is a country with a long history of
influence from diverse groups of immigrants. These people came to America as immigrants do today,
looking for a better life, and long after their arrival certain aspects of their cultures continue to influence
our own lives (slide 1).
California is no exception to influence from immigrants – during the late nineteenth century, immigrants
from Asia and Europe descended en masse upon California. These immigrants often faced
discrimination after they arrived. However, despite the challenges they faced, their rich cultures, hard
work, and desire to build a better life contributed to the overall success of California.
Shortly after Riverside was founded in 1870, a young civil engineer named Christopher Columbus (C. C.)
Miller moved to the area with his family. The fledgling city and its earliest residents struggled financially
during the first few years. Instead of money, Riverside’s founder John W. North compensated C. C.
Miller for survey work with a tract of land, located near Main Street in downtown Riverside. C. C. Miller
used this land to establish a boarding house that he named The Glenwood Hotel. In 1880, C. C. Miller
sold his boarding house to his son, Frank. In 1903, Frank Miller transformed The Glenwood Hotel into
the Mission Inn, and took his first of many unprecedented actions that helped promote cultural diversity
and understanding (slide 2).
Some of Riverside’s earliest residents were Chinese immigrants from the Guangdong province;
Riverside’s Chinese population is credited as the driving force behind the early success of Riverside’s
citrus industry and numerous, large-scale construction projects. In defiance of the 1882 Chinese
Exclusion Act, Frank Miller hired Chinese immigrants to work at the Mission Inn. Throughout his life,
Miller also collected numerous artifacts that demonstrate his appreciation for Chinese art and culture
(slide 3-4).
The Harada family of Riverside embodies the early twentieth century Japanese-American experience.
Because of the 1913 Alien Land Law, Jukichi Harada and his wife, Ken, were forbidden from purchasing
property for a home, even though they already owned and operated The Washington, a restaurant and
boarding house in Riverside. When the Harada family finally purchased a home in Riverside in 1915,
they placed the deed in the name of their three American-born (and thus exempt from the Alien Land
Law) children. Their neighbors protested the purchase, and eventually brought charges through the
District Attorney. Frank Miller sympathized with the Harada family, and provided financial assistance
during their trial. The Harada family eventually won their case and was allowed to retain ownership of
their home and property. Although the case was heralded as a victory for the Harada family and other
Japanese-Americans, it is important to note that the presiding Riverside Superior Court Judge upheld the
legality of the Alien Land Law – the law would not be overturned until 1956 (slide 5-6).
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In 1914, Frank Miller took yet another unprecedented step when he invited the renowned AfricanAmerican educator, Booker T. Washington, to stay at the Mission Inn. This visit followed closely after
Mr. Washington’s invitation from President Roosevelt to stay at the White House; a trip that, because of
widespread racial discrimination, resulted in much criticism of the president. Despite the potential for
public backlash, Miller entertained Mr. Washington, and invited him to personally dine with him during
his stay (7-8).
Frank Miller collected numerous Japanese artifacts that are still displayed at the Mission Inn. Most
notable of these artifacts is a medal personally awarded to Miller in 1929, by Emperor Hirohito of Japan.
The medal, Japanese Order of the Rising Sun 4th Class, is awarded to persons that have made
achievements in the field of international relations, and/or the promotion of Japanese culture (slide 9).
Frank Miller dedicated himself to promoting peace and understanding amongst the different cultures of
the world. In 1931, the Mission Inn’s Rotunda International was opened in hopes that it would act as a
meeting point for world leaders, and would in turn lead to better relations between countries. Indeed,
today, the World Affairs Council meets regularly at the Mission Inn, and numerous American presidents
and foreign diplomats have visited and met at the hotel (slide 10).
Required Materials and Resources:
1. Computers (preferably individual tablets) with internet access.
2. Projector and screen for PowerPoint presentation.
Word Bank:
Tier II
Backlash
Culture
Industry
Demonstrate
Defiance
Renowned
Unprecedented
Immigrant
Tier III
Non-Fiction Passage:
CREATE PASSAGE
Instructional Process:
1. Print and distribute hard copies, or use a projector to exhibit the following document(s):
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/figures.p
df
a. Also print and distribute the Library of Congress Primary Source Analysis Tool
(http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Books_and_O
ther_Printed_Texts.pdf), and guide students through each page of the immigration
document posted above. After reviewing it in its entirety, have students reflect on the
information presented and provide assistance in filling out the Primary Source Analysis
Tool.
2. After students complete their analysis, deliver the PowerPoint presentation on Cultural Diversity
– presentation touches on the actions of Frank Miller, the contributions of early immigrants and
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ethnic groups in Riverside, and their lasting impact. Upon completing the presentation, have
students form collaborative groups to develop in class essays and presentations:
a. Reflect on the information presented thus far and discuss Frank Miller’s actions towards
immigrants and different ethnic groups during the early twentieth century. Do you feel
Miller’s actions were truly unprecedented for his time? Why or why not? Cite evidence
from the lesson and at least one outside resource to create a short, but well supported
and structured written response.
b. Upon completion, have groups present their findings to the class.
Additional Online and Interactive Resources:
1. Ellis Island, the Immigrant Experience: http://www.ellisisland.org/Immexp/index.asp
2. University of Houston, Landmarks in Immigration History:
http://www.digitalhistory.uh.edu/historyonline/immigration_chron.cfm
3. University of California, Calisphere, California Cultures:
http://www.calisphere.universityofcalifornia.edu/calcultures/
4. Library of Congress, Immigration Challenges for New Americans:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/
5. University of California, Riverside, Asian-American Riverside, Harada Family:
http://aar.ucr.edu/sites/HaradaHouse/
6. University of California, Riverside, Asian-American Riverside, Chinatown:
http://aar.ucr.edu/sites/RiversidesChinatown/
7. Biography, Booker T. Washington, http://www.biography.com/people/booker-t-washington9524663
Further Instruction and Discussion:
(To be added later as ongoing web updates.)
Additional Activities:
Visit www.hohwebsite.com and click the Tours link, or contact the Mission Inn Museum’s Curator of
Education, Taylor Libolt, at (951) 781-8241 or taylorlibolt@missioninnmuseum.com to learn about
ways you can bring this lesson plan to life with a tour of the National Historic Landmark Mission Inn.
Evaluation (PENDING):
For all grade levels, students will be evaluated according to California Common Core Writing
Standards for ELA:
4 Points- Essay provides a clear, organized introduction and groups related information together in a
logical, structured manner. Addresses and clearly answers all questions, provides appropriate
details and evidence from the lesson and/or an additional resource. Use of multiple paragraphs
(depending on grade level). Ideas and paragraphs are connected using grade-appropriate linking
phrases. Few or no spelling and grammatical errors. Narrative includes a concluding statement
and/or section.
3 Points- Essay has good potential and is focused on answering the assignment prompt, but facts,
linking phrases, and order of paragraphs/sections could use some improvement. Marginal use of
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details or facts from lesson, and may use an additional resource. Basic introduction and/or
conclusion are present but could use further development to help clarify the student’s thoughts.
Has some spelling and grammatical errors.
2 Points- Essay addresses the assigned questions but fails to provide clear answers; some answers or
statements may be off topic. Some attempt is made to provide evidence from the lesson, but
statements do not follow a rational order or structure, or evidence is misinterpreted or taken out of
context. Introduction or conclusion section is missing. Has many spelling and grammatical errors.
1 Point- Essay does not address the assigned prompt and/or lacks supporting details and evidence
from the lesson. Introduction and concluding sections are missing. Demonstrates little to no
understanding of the assignment, has numerous spelling and grammatical errors.
CA Common Core Standards for Literacy in History/Social Studies:
 Grade 8
o Reading Standards:
 Key Ideas and Details #1, #2
 Craft and Structure #5, #6
 Integration and Knowledge and Ideas #8
o Writing Standards:
 Text Types and Purposes #1
 Production and Distribution of Writing #4
 Research to Build and Present Knowledge #7, #8, #9
CCR Anchor Standards for Literacy in History/Social Studies:
 Reading
o Key Ideas and Details #1, #2, #3
o Craft and Structure #4, #6
o Integration of Knowledge and Ideas #7, #8
 Writing
o Text Type and Purposes #1
o Production and Distribution of Writing #4
o Research to Build and Present Knowledge #7, #8, #9
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