beefing!uponcattle!ranching! · 2016. 5. 19. · beefing!uponcattle!ranching! grade!4!...

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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. HISTORYSOCIAL SCIENCE STANDARDS 4.2 Students describe the social, political, cultural and economic life and interactions among people of California from the preColumbian societies to the Spanish mission and Mexican rancho periods. 5 Discuss the role of the Franciscans in changing the economy of California from a huntergatherer 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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  •  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                      

  • 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.  

  •   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  

  •   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)  

  • 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      

  •   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  

  •   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    \  

  •  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.    

  • 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.  

  •  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.  

  • 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.  

  • 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)      

  •   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