beefing!uponcattle!ranching! · 2016. 5. 19. · beefing!uponcattle!ranching! grade!4!...
TRANSCRIPT
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Beefing up on Cattle Ranching
Grade 4 Jill Beechler
Sellers Elementary School – Glendora, CA INTRODUCTION: To prepare for this unit, students should have studied: California’s regions, landforms, water sources, climate, and natural resources The location of the primary native people in California and their practices for survival Exploration and early colonization (missions) by the Spanish Mexican rebellion and the establishment of Mexico as an independent country BIG IDEAS: COMPELLING QUESTION: Should cattle ranching have developed beyond personal usage and become commercialized? SUPPORTING QUESTIONS: 1. What did cattle ranching provide for Alta California and why were cattle brought here? 2. What were the effects of cattle ranching on the economy, geography, and people? 3. What is the difference between sustainability and excess? 4. When does excess become a problem? EXPECTED LEARNING OUTCOMES:
• Students will be able to differentiate between primary and secondary sources. • Students will be able to identify the changes in history of going from a hunter/gatherer
society to a capitalist society. • Students will be able to communicate the different costs and benefits of cattle ranching
from different perspectives. HISTORY-‐SOCIAL SCIENCE STANDARDS 4.2 Students describe the social, political, cultural and economic life and interactions among people of California from the pre-‐Columbian societies to the Spanish mission and Mexican rancho periods. 5-‐ Discuss the role of the Franciscans in changing the economy of California from
a hunter-‐gatherer economy to an agricultural economy. 8-‐ Discuss the period of Mexican rule in California and its attributes, including
land grants, secularization of the missions, and the rise of the rancho economy. ELA/LITERACY STANDARDS
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RI 4.1, 4.2, 4.3, 4.5, 4.6, 4.9, and 4.10 RW 4.1, 4.4, 4.5, 4.7-‐4.9 Listening and Speaking: 4.1 to 4.4 ELD STANDARDS Part I: Interacting in Meaningful Ways Collaborative, interactive, and productive strands (1-‐12) Part II: Learning About How English Works Corresponding Common Core State Standards for English Language Arts Structuring Cohesive Texts, Expanding and Enriching Ideas, and Connecting and
Condensing Ideas (1-‐7) ASSESSMENT/PERFORMANCE TASK: Students will be given a choice to write an opinion essay that responds to the compelling question and the three supporting questions. This writing needs to be from the perspective of one of the stakeholders during the mission and rancho periods. Students representing different stakeholders will be placed in small groups at a class “fiesta” and will present their opinion to their small group. Students will be asked to compare/contrast their stakeholder to one other stakeholder from their small group. SOURCE LIST: PRIMARY SOURCES: Mission Sources: Sketch from the Journal of Jean Francois de La Pérouse on mission life for Native Americans https://xasauantoday.files.wordpress.com/2015/01/perouse.jpg Personal account of Jean Francois de La Pérouse of mission natives http://www.cabrillo.edu/~crsmith/anth6_missions.html
Everything reminded us of a habitation in Saint Domingo, or any other West Indian slave colony. The men and women are assembled by the sound of the bell, one of the religious conducts them to their work, to church, and to all other exercises. We mention it with pain, the resemblance to a slave colony is so perfect, that we saw men and women loaded with irons, others in the stocks; and at length the noise of the strokes of a whip struck our ears.
Rancho Sources: Copy of a Mexican land grant diseño for Tzabaco Rancho -‐-‐ This is a petition for a grant of approximately 17,000 acres. http://www.ourhealdsburg.com/history/pina_files/tzabacco_diseno.jpg Personal account of William Heath Davis, Sixty Years in California, 1831 to 1889.
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http://foundsf.org/index.php?title=Rancho_Life,_1833-‐1846 Hide and Tallow Vat at Mission San Juan Capistrano http://content.cdlib.org/ark:/13030/kt9g5015bx/?docId=kt9g5015b x&query=hides%20and%20tallow&brand=calisphere&layout=printable-‐ details First-‐Hand Description from Prudencia Higuera 1840 (attached) SECONDARY SOURCES: Mission Facts http://factcards.califa.org/mis/aboutmis.html Description of mission agriculture and ranching (attached) Videos: www.youtube.com/watch?v=YW2f0SEujxs -‐ Life of a vaquero https://www.youtube.com/watch?v=yijygrActfg -‐ Life of the Californios Art and Photos Picture of a diseno from http://porterroom.csusb.edu/modelLessons/documents/11.Unit4.2Lesson5MexicanRule.pdf
Photos of livestock materials and
tools from Mission La Purisima
http://www.letsgoseeit.com/index/county/sbarb/lompoc/loc01/missionPurisi ma.htm Photo of vaquero driving cattle http://www.bigearth.com/wp-‐content/uploads/2011/05/20vaqueros3.jpg Branding of cattle
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http://rural-‐route-‐3.blogspot.com/2011/06/joys-‐of-‐processing-‐ cattle.html ****BE CAREFUL, YOU WILL WANT TO SCROLL TO THE PICTURE OF THE BRANDING BEFORE SHARING WITH STUDENTS. THERE IS CASTRATION ON THIS PAGE. Branding iron http://thumbs.dreamstime.com/z/branding-‐iron-‐cattle-‐isolated-‐ background-‐34617659.jpg Leather hide https://dctleathers.files.wordpress.com/2012/01/leather-‐hide1.png http://www.wested.com/new-‐xlarge-‐luxury-‐cowhide-‐fur-‐hide-‐family-‐ rug-‐ approx-‐7ft-‐x-‐7ft-‐code3-‐3199-‐p.asp Hide scraper http://www.cowanauctions.com/auctions/item.aspx?ItemId=7404 Californio saddle http://www.liveauctioneers.com/item/10656182_fine-‐early-‐california-‐ mexican-‐saddle Vaquero vest http://www.nps.gov/museum/exhibits/grko/exb/OpenRange/Clothing/grko12 193_vest.jpg Candle mold http://4.bp.blogspot.com/-‐WydxgM4wS0w/UEPEJ-‐ jh5NI/AAAAAAAABMY/WV7fVhUCUws/s1600/small+mold.jpg Information sheets: Information sheet on branding cattle (attached) Information sheet on preparing leather http://factcards.califa.org/mli/tannery.html Information sheet on supplies made from leather (attached) Information sheet on candle and soap making http://factcards.califa.org/mli/soapandcandlemaking.html Information sheet on the introduction of livestock to Alta California (attached) Primary Source Journal on Cattle Ranching (attached) LITERATURE: Frida Maria: A Story of the Old Southwest Hardcover – April, 1994 by Deborah Nourse Lattimore ORGANIZER SOURCES: Artifact Analysis: http://www.learnnc.org/lp/media/misc/2007/nara/artifact_analysis_worksheet.pdf Pro and Con Effects Map of Farming and Ranching During the Mission Era (attached) Pro and Con Effects Maps of Farming and Ranching During the Rancho Era (attached) Stakeholder map (attached) Opinion essay and presentation requirements (attached)
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Opinion essay rubric http://www.livebinders.com/play/play?id=774846 Presentation rubric http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf Fiesta Party Talk Sheet (attached) Compare/contrast map http://www.readwritethink.org/files/resources/printouts/CompareContrast. pdf Stakeholder compare/contrast map rubric (attached) LESSONS: INTRODUCTION: Read Frida Maria: A Story of the Old Southwest Hardcover – April, 1994 by Deborah Nourse Lattimore Discuss story components and present the compelling question for the unit. Lesson 1: Primary, Secondary, and Fictional Sources Objective: Students will be able to distinguish primary from secondary sources using documents and artifacts. Preparation: Divide students into groups of your choice. Prepare sets of the following to match the number of groups you have: *Primary source photo of a diseño Secondary source drawing of a diseño. *Primary source – scraps of leather or use leather goods like belts, shoes, or bags Secondary source painting of tallow and hide trade Supplies made with leather (attached) *Primary source sketch and description of mission life https://xasauantoday.files.wordpress.com/2015/01/perouse.jpg
Everything reminded us of a habitation in Saint Domingo, or any other West Indian slave colony. The men and women are assembled by the sound of the bell, one of the religious conducts them to their work, to church, and to all other exercises. We mention it with pain, the resemblance to a slave colony is so perfect, that we saw men and women loaded with irons, others in the stocks; and at length the noise of the strokes of a whip struck our ears. Secondary Source description of mission life fact card
http://factcards.califa.org/mis/aboutmis.html
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Activity Do the attached lesson entitled, “Primary, Secondary, and Fiction lesson” by Lisa Hutton of California State University at Dominguez Hills. **** EL SUPPORT SUGGESTIONS: Review meanings of primary source, secondary source, and fiction ahead of time Make pictures of the sources used in the activity for student to paste on chart under examples Lesson 2: Livestock artifact study Objective: Students will study the artifacts associated with livestock products. Supporting Questions: What did cattle ranching provide for Alta California and why were they brought here? Preparation: Divide students into 4 groups. Copy artifact map http://www.learnnc.org/lp/media/misc/2007/nara/artifact_analysis_worksheet.pdf Obtain objects or copy pictures of the following items: Group 1: Branding of cattle http://rural-‐route-‐3.blogspot.com/2011/06/joys-‐of-‐processing-‐ cattle.html ****BE CAREFUL, YOU WILL WANT TO SCROLL TO THE PICTURE OF THE BRANDING BEFORE SHARING WITH STUDENTS. THERE IS CASTRATION ON THIS PAGE. Cattle branding iron http://thumbs.dreamstime.com/z/branding-‐iron-‐cattle-‐ isolated-‐ background-‐34617659.jpg Cattle Drive http://www.bigearth.com/wpcontent/uploads/2011/05/20vaqueros3.jpg Primary Source Journal on Cattle Ranching (attached) Group 2: Leather hides https://dctleathers.files.wordpress.com/2012/01/leather-‐ hide1.png http://www.wested.com/new-‐xlarge-‐luxury-‐cowhide-‐fur-‐hide-‐ family-‐rug-‐approx-‐7ft-‐x-‐7ft-‐code3-‐3199-‐p.asp Hide scraper http://www.cowanauctions.com/auctions/item.aspx?ItemId=7404
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Group 3: Leather clothing and/or horse products like a saddle, reins, stirrups http://www.liveauctioneers.com/item/10656182_fine-‐early-‐ california-‐mexican-‐saddle http://www.nps.gov/museum/exhibits/grko/exb/OpenRange/Clothing/grko12193_vest.jpg Group 4: Tallow products like candles and soap (You can use non-‐tallow products for demonstration) Candle wicks Candle mold http://4.bp.blogspot.com/-‐WydxgM4wS0w/UEPEJ-‐ jh5NI/AAAAAAAABMY/WV7fVhUCUws/s1600/small+mold.jpg Activity: Have students study objects and write their observations on the artifact map. Discuss observations and record on a class chart paper with the heading, “Observations”. Students will read informational summaries about each of their artifacts. Students will compare observations to the facts. Discuss conclusions and record on a class chart paper under the heading, “What did cattle ranching provide for Alta California?” Ask students to determine why they thought cattle were brought to Alta California. Give students the informational summary. Record final conclusions about why cattle were brought to Alta California. (To provide food, supplies, clothing, and eventually the ability to trade and become wealthy). ****EL SUPPORT SUGGESTIONS: Provide a word bank with pictures that go with the lesson with each of the artifacts, documents, photos, etc. Make sentence stems or frames for conversation Supplemental activities: Candle making http://blog.camptimbers.org/2012/09/09/how-‐to-‐make-‐kid-‐friendly-‐ dipped-‐candles/ Students can make a brand out of wire, dip it into black or brown paint and stamp it onto brown fun-‐foam Make a diseño http://porterroom.csusb.edu/modelLessons/documents/11.Unit4.2Les son5MexicanRule.pdf \
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Lesson 3: Comparing Subsistence to Excess in the Mission Era Objective: Students will compare the effects of hunting and gathering to farming and ranching. Supporting Question: How is subsistence different from excess as evidenced by the mission life style compared to the native life style? Preparation: 1. Copy the Description of Mission Agriculture and Ranching (attached). 2. Copy Pro and Con Effects Mission Era Map (attached). Activity: Go over vocabulary of sustainability, hunting-‐gathering, livestock, and agriculture. View the photos of Mission La Purisima – “Let’s Go See It”. http://www.letsgoseeit.com/index/county/sbarb/lompoc/loc01/missionPurisi ma.htm Read and review the details of the “Description of Mission Agriculture and Ranching” (attached). Fill out Pro and Con Effects Map. Discuss pros and cons and record on a class chart paper. Using pros and cons and charted notes from lesson 2, answer Supporting Question. ***EL SUPPORT SUGGESTIONS: Go over what pro and con is ahead of time. Make a happy face and sad face on the Pro/Con Effects Map. Provide a word bank with pictures that go with the lesson Provide sentence frames or stems for conversation and writing Lesson 4: Commercialization of Cattle Ranching during the Rancho Era Objective: Students will evaluate the effects of commercialization of cattle ranching during the Rancho era. Supporting Question: When does excess become a problem? Preparation: Copy Pro Con Effects Rancho Era Map for “Californios” (attached). Copy First-‐Hand Account of Hide Trade (attached). Copy Pro Con Effects Rancho Era Map for First Hand (attached) Post charted notes from lesson 2.
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Activity: Have students view the Californios video. https://www.youtube.com/watch?v=yijygrActfg Fill out Pro and Con Effects Map for “Californios”. Discuss pros and cons and record on class chart paper entitled “Californios” Read First-‐Hand Account of Hide Trade. Fill out Pro and Con Effects Map for “First Hand Account”. Discuss pros and cons and record on class chart paper entitled “First Hand Account”. Using pros and cons and charted notes from lesson 2 answer supporting question. ***EL SUPPORT SUGGESTIONS Provide a word bank with pictures that go with the lesson Provide sentence frames or stems for conversation and writing ASSESSMENT/PERFORMANCE TASK: Description: Students will be asked to write an opinion essay that responds to the compelling question and the supporting questions. This writing needs to be from the perspective of one of the stakeholders during the mission or the rancho periods. Students representing different stakeholders will be placed in small groups at a class “fiesta” and will present their opinion to their small group. Students will be asked to compare/contrast their stakeholder to one other stakeholder from their small group. Activity 1: Determine mission stakeholders and impacts of cattle ranching Preparation for activity 1 and 2: Make sure class chart papers from lessons 3 and 4 are posted so students can see. Provide post-‐it notes. Vocabulary: fiesta, perspective, stakeholder Present vocabulary and discuss the meanings. Review the discussion points of lesson 3. Ask students to determine the stakeholders of the mission (Examples: missionaries, natives, soldiers, pueblo dwellers, Spanish rulers, foreign traders) Chart these people. Group students according to the number of stakeholders you come up with. Assign each group one of the stakeholders and give them a stack of post-‐its. Have each group determine which of the charted items from lesson 3 would have an impact on their individual stakeholder. Have them write the name of their stakeholder on the number of post-‐its they think would be affected by each of the charted items. Students will get up a group at a time and put their post-‐its next to the charted facts they chose. Discuss the outcome.
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Activity 2: Determine rancho stakeholders and impact of cattle ranching Repeat the tasks in activity 1 and refer to chart from lesson 4. Stakeholder examples for the rancho era would be: vaqueros, natives, Mexican government, foreign traders, Californios, candle/soap makers, leather tanners, tallow maker, rancho owner (ranchero) Activity 3: Mapping Opinion Writing Preparation: a) Copy Stakeholder Opinion Writing Map Divide your total students by the total number of stakeholders that your class came up with. Assign or have your students choose stakeholders so that all stakeholders are represented. Have students use the charts to identify all the ways their stakeholder was affected and record it on their Stakeholder Map. Activity 4: Write Opinion Essay Preparation: Copy Opinion Essay and Presentation Requirements Copy Opinion Essay Rubric (You may use your own or here is a sample from Smarter Balance: http://www.livebinders.com/play/play?id=774846 Review requirements of opinion essay and presentation. Be sure to explain that they are writing from a first-‐person perspective, so the writing should use “I”. Also, when quoting research, they can adjust the language in their essay to reflect themselves as a witness or one who held the artifacts, or the actual authors that were quoted. Students will write essay according to requirements. Students will turn-‐in for teacher review. Students will revise and edit according to teacher feedback **For fun, essays can be copied onto “old-‐looking” paper. Activity 5: Rancho Fiesta Party Preparation: a) Discuss and plan having students bring ethnic food that would represent each of their stakeholders. b) Organize grown-‐up volunteers to manage food on the day of the fiesta. c) Arrange time beforehand for students to practice giving their speech. d) Go over the speaking rubric with students and explain they will be peer-‐editing. http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf e) On the day of the fiesta, arrange tables so a variety of stakeholders are represented at each table. Using no more than 4 is recommended. Each student will present their 2-‐minute speech at their table.
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While each student presents, the other students will fill out the speaking rubric. After each student presents, other students at the table will fill out the Fiesta Party Talk sheet. When all members of each table have finished presenting and filling out Fiesta Party Talk sheets and have turned them in, enjoy the fiesta food and fun. Activity 6: Compare and Contrast Stakeholders / Finalize Response to Compelling Question Preparation: Copy Stakeholder compare/contrast map http://www.readwritethink.org/files/resources/printouts/CompareCo ntrast.pdf Copy rubric on Stakeholder comparison (attached). Return Fiesta Party Talk sheets to each student. Ask students to choose one person from their group they want to compare their stakeholder to. Have them fill out a compare/contrast map that compares the similarities and differences between their stakeholder and the other. Discuss their comparisons and contrasts. Have a final verdict on whether or not cattle ranching have developed beyond personal usage and become commercialized. Have students turn in their compare/contrast map for grading ***EL SUPPORT SUGGESTIONS Provide a word bank with pictures that go with the lesson Provide sentence frames or stems for conversation and writing
BRANDING RANCHO CATTLE (http://factcards.califa.org/ran/cattle.html)
CATTLE FROM MEXICO
These cattle had originally been brought north from Mexico. The first cattle in California belonged to the missions. When the mission lands were taken away from the Catholic Church in the mid-‐1830s, the herds of cattle were given by the government to individuals. These were the cattle that ended up on the ranchos.
The Mexican cattle were lean, short-‐haired animals with long, thin legs and long horns. They were many different shades of color, some light colored, some darker. They could run very fast. They had lots of space to run on the ranchos, as there were no fences to stop them.
Rancho cattle were considered rather fierce and dangerous, mostly because of their wide, sharp horns. The vaqueros (cowboys) who worked with the herds had to be very careful or they could get hurt by the sharp horns.
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ROUNDING UP THE CATTLE
Because there were no fences on the rancho, and no fences between one rancho and the next, the cattle ranged over large distances. Cattle from several ranchos were often mixed together. In the early spring, the vaqueros rounded up all the cattle. This round-‐up was called a rodeo.
It took many days of riding to gather the cattle. The vaqueros used reatas (lariats, or long ropes with loops at the end) to lasso the steers. The animals were herded to one rancho in the area, where they were put into corrals. The fences of the corrals were often made from cactus plants, piled close together. After the animals were in the corrals, they were sorted out as to which rancho they belonged.
BRANDING THE CATTLE
Ownership of the cattle was shown by a brand burned into the animal's side with a hot branding iron. The iron was about five inches across and six inches long. It was attached to a long, heavy iron handle. The first rancheros branded their steers on the left hip. If the cattle were sold, the new owner put his brand on the left shoulder.
Each ranchero had his own brand. Everyone was required to register their brand with the local government offices, where the brands were listed in a book of records. The ownership branding iron was called el fierro para herrar los ganados (the iron for branding cattle). A second branding iron, used to mark cattle when they were sold, was called el fierro para ventear (the iron for the sale).
DESCRIPTION OF MISSION AGRICULTURE AND RANCHING
The natural resources of California were so abundant that even the heavily populated Indian villages did not need an agriculture economy. The land and natural resources around the Indians determined the types of homes they built, the food they ate and the clothing they wore. Plant fiber was used in making homes, clothing and a wide variety of basketry forms, string and carrying nets. Many California Indians obtained much of their food from the ocean and built their villages along rivers and streams to have access to fresh water. Acorns were the most important staple Standard 4.2 Indians, Missions and Ranchos 59 food of most California Indians. Also, they gathered roots, nuts and other wild plants to add to their diet. Soapstone was carved into cups, bowls, animal effigies, pipes and fancy beads. Clam shells were made/shaped into shell beads which formed the Indians’ predominant currency. While the Indians obtained many of the things they needed from their local environment, they also obtained a variety of foods and different useful materials by trading with the people from other villages. (From: Bowers Museum Southern California Indian Curriculum Guide)
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Although the Spanish settlers were few, they drastically changed California’s fragile natural landscapes and wildlife. Settlers cut down trees for fuel and building materials, causing wood shortages and flooding. Their plowing and soil management practices (the raising of a single crop) used up nutrients and drove out more diverse native plants. Seeds from new crops spread wildly beyond fields into the natural part of California. Native grasses and plants were being taken over, particularly on lands disturbed by farming and livestock grazing. Dense herds of cattle ate up vegetation, eroded hillsides, collapsed the protective banks of streams and paved the way for other invading species. By competing for grass seeds and acorns, the cattle also threatened Indian hunting and gathering and forced the natives from the land. Largely cut off from the outside world and affected by a lack of rainfall, supplies, machinery, transportation and markets, Spanish Californians devoted their energy to subsistence (survival), rather than commerce (making money). Raising products for food and simple processing were their main goals. Because populations were small and the water supply was unpredictable, missions and pueblos were lucky just to be able to feed themselves. The most successful agriculture came from the missions. Trained in farming under semiarid conditions, the Franciscans combined Mexican Indian’s and European methods to California. Also, the missionaries benefited from both the Native American labor supply and from the more disciplined organization than compared to what the pueblos had. By 1784, the missions had enrolled 5,800 Indians; by the early 19th century, the twenty missions had an Indian population of about 20,000. Missions functioned as industrial schools teaching the Indians European handicrafts and agricultural skills to make the whole community self-‐sufficient. Because they were used to highly specialized skills in their culture, Indians quickly learned to plow, plant, harvest, tend livestock and construct implements from stone, wood and leather. As in the other settlements, it was Indian labor that sustained the struggling colony. (Adapted from Rice, Bullough and Orsi. The Elusive Eden)
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Vaqueros At Roundup, Oil Painting by James Walker
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Authentic Mexican Saddle found at the Autry Museum
Authentic Vaquero Saddle found at the Autry Museum