Agricultural Literacy Curriculum Matrix
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The Cattle Drive and Westward Expansion
9 - 12
Students will gain a greater understanding of the historical context and purpose of the cattle drives that took place in the mid 1880s. Students will be able to explain the cause and effect relationships of life on the frontier including, population growth, and later the invention and use of barbed wire, refrigeration, and railroads.
- Help Wanted signs (Printed or projected on board)
- Cattle Drive Positions (Printed or projected on board)
- Computer with internet access and a projector to show video clips
- 1 copy of Paint a Picture of a Cattle Ranch on the Frontier
- Before class, cut the printout into strips as noted by the dashed lines.
Essential Files (maps, charts, pictures, or documents)
cattle drive: The process of moving cattle from one location to another, usually to a new grazing location, or in a historical context to market.
Did you know? (Ag Facts)
- Calves raised on beef ranches are typically born in the late winter and early spring.
- Beef cattle are raised in all 50 states.
- The primary product produced by beef cattle is meat such as ground beef, steak, and roast. Beef provides zinc, iron, and protein (ZIP) to our diets.
- Besides meat, beef cattle also produce other by-products such as leather, pharmaceuticals (such as insulin), sutures, glue, animal feeds, and much more.
- Beef cattle are classified as ruminants because they have a stomach with 4 chambers. This allows them to digest and break down the cellulose in grass and other plant material.
Background Agricultural Connections
Interest Approach – Engagement
- Play an old cowboy song for your students. Instruct them to listen to the words of the song and imagine what life was like for the people depicted by the song. "The Old Chisholm Trail" or "Whoopee Ti-Yi-Yo Git Along Little Doggies" both describe the life of frontier cowboys.
- After listening to the song(s), ask the students the following questions:
- What animals did the cowboys work with? (horses and cattle)
- What tools did they use to do their work? (ropes and saddle)
- What do you think the environment was like? (hot, dusty, occasional rain)
- What did they eat? Where did they cook? (beans, bacon, biscuits, they cooked over the campfire)
- What kind of clothing do you think they wore? (cowboy hat, chaps, boots, spurs)
- Do any of the cultures and traditions of the "Old West" still live on today? (Rodeos, cowboys, raising cattle, horseback riding, etc)
Activity 1: The Cattle Drive
- Explain to your students that after the end of the Civil War there was a high demand for meat in the cities where large populations of people lived. However, most cattle ranches were hundreds or thousands of miles from the cities. This began the great era of the cattle drive. At this time in history, Texas had the largest herds of cattle. Without refrigeration, semi-trucks, interstates, or railways extending far beyond the Mississippi river; the only way to transport cattle was to have them walk to the railheads that would take them to the slaughter houses and markets. Keep in mind that home based refrigerators and freezers had not been invented yet. Many people had "iceboxes" something we currently use for camping an picnicking today, but this would not keep meat from spoiling for long. People had created other ways to preserve the meat (drying, curing, canning) and often times kept meat at the local butcher store in a larger refrigerator.
- Show portions of the video clip, "Chisolm Trail Cattle Drive" outlined in minutes below:
- 1:47-4:01 will help set the stage for the historical setting of the cattle drives. This section of video describes the cattle market at the time. There was an over-abundance of cattle in Texas and a shortage of cattle in the East. Students will also be able to see the modern day Texas Longhorn.
- 5:41-7:45 explains the job of the cowboys or "drovers," how horses were used on the drive, the typical age of cattle drive workers and risks on the drive. It also introduces the Texas Fever, an illness that was transmitted from ticks on Texas cattle.
- 8:00-9:25 describes the long working hours of cattle drivers.
- Display the "Help Wanted" signs by printing them and placing them on the board or projecting them on a screen.
- Ask your students to imagine themselves in their early 20s in the year 1870. They have recently moved West, along with thousands of others in hopes of a new start and new opportunities. They are looking for work and see these signs advertising cattle trail crew jobs. While men were usually selected as crew, remind your students that some women were part of the cattle drives as discussed in the background.
- Allow students a little time to look at each position on the cattle drive. Ask for a raise of hands, Who would like to apply to be the Trail Boss? Choose 1 student to "interview" for the position of Trail Boss. Use a mock interview to familiarize your students with each trail position and what life was like on a cattle drive. Use the sample questions and dialogue below as a guide. As the teacher, you will be the rancher conducting the interview. A student volunteer will be the interviewee. Use the information found in the "Background Agricultural Connections" section of the lesson plan to expound on details of the cattle drive as you go through each position.
- Repeat the "interview" process for each of the four trail positions. Ask students to play along in their answers.
- Trail Boss:
- What experience do you have driving cattle?
- What kind of cowboy skills do you have? Can you ride a horse at top speeds? Can you rope and doctor cattle?
- Are you physically healthy and capable of working from before the sun rises until after it sets?
- What are your leadership skills? Can you work with a crew and provide them appropriate assignments to accomplish the task of moving cattle? How would you help solve disagreements among your trail crew?
- Are you aware of the dangers on the trail? Can you explain how to gain control of a stampede?
- Ultimately the Trail Boss makes the final decision for the entire crew, do you have the experience and skills to be the best Trail Boss?
- Use the graphic, "Cattle Drive Positions" to help students visualize the role of each worker. A cattle drive of 1000+ cattle would likely stretch for more than a mile
- The cook, commonly known as the "cookie" is responsible for the chuck wagon, do you have experience driving a team of horses pulling a heavy load?
- The cook rides out ahead of the cattle, which means you will need to identify the best campsites. What skills do you have related to trail riding?
- If we run into any trouble with Indians or cattle rustlers, you will likely come across them first. How will you prepare for this type of event?
- The cook will have around 12 hungry people to feed. They expect three hot meals served each day. You will likely be the first to rise and the last to retire to bed. Any problem meeting this expectation?
- Beans, biscuits, and coffee are the main course for each meal. Do you have experience cooking over a fire? On rare occasions you might serve meat, but only if an animal becomes injured. There may also be a rare occasion to trade with a local farmer along the way for some fresh fruit or vegetables. Do you have skills to prepare fruits and vegetables?
- To help students learn more about the cook and the chuck wagon, watch the first 2 minutes of the National Cowboy and Western Heritage Museum's video clip, The Chuck Wagon.
- What experience do you have in driving cattle?
- What kind of cowboy skills do you have? Can you ride a horse at top speeds? Can you rope and doctor cattle?
- Are you physically healthy and capable of working from before the sun rises until after it sets? You will also take turns on the night shift to watch the cattle. This is important to watch for predator-type animals, cattle rustlers (thieves), and to keep the animals calm.
- Do you know how to gain control of a herd of stampeding cattle?
- Share the background with students concerning cattle stampedes reminding them that a lightning storm, cattle rustlers (who intentionally spooked the cattle), or excessive thirst between watering locations were common causes of a stampede. To gain control of the herd, the cowboys would race to the front of the stampede and try to push the cattle to the right. As the cattle changed directions and turned into a circle they would calm down as the herd turned into a tighter and tighter circle allowing the cowboys to gain full control of the herd.
- What experience do you have with horses? You will be responsible for saddling all of the horses for the cowboys each day. What are your strengths when handling trail horses?
- Can you keep a herd of horses contained at night?
- Many of the horses only have a small amount of training. Are you experienced in horse training?
- Some horses will experience injuries while out on the trail. Are you capable of making a diagnosis and applying treatment? What are your limitations?
- Trail Boss:
Activity 2: Cause and Effect, What Changed Ranching on the Frontier?
- To understand how ranching and typical life on the frontier changed, your students must first understand what it was like initially. Explain to your students that you are going to work together to "paint a picture" of cattle ranching on the American West in the mid 1800s.
- Draw a line down the center of your board, splitting it in half. The left side of the board will represent cattle ranches on the frontier in the 1800s. The right side of the board will represent modern day cattle ranches.
- Randomly pass out each slip of paper to a student. One by one, beginning with #1, ask the student to read the paper to the class and then draw a sketch on the board to represent their portion of the picture. For example, the student who chooses, "fences," can draw an open prairie with grass, trees, and a stream running through it to help students visualize that cattle were not raised inside of fences. The student with the "Cattle Breeds" paper can draw a few longhorns grazing. The student with "Brands" can draw a brand on the cattle in the field. One, single picture will be drawn step-by-step as each slip of paper is discussed. Keep the drawing on the left side of your board.
- Repeat this process with the strips of paper labeled with letters A-I. Have students place this drawing on the opposite side of the board.
- Once the pictures are complete, ask your students, What were the significant changes? What caused the changes to occur in cattle ranching? How did technology affect cattle ranching and the lifestyle of ranchers? What are your predictions for future changes in the industry of cattle ranching?
- Explain the following inventions and or changes that contributed to the changes of cattle ranching and the American West.
- Barbed Wire: Prior to the invention of barbed wire, the only method of fencing animals in was wood. This was expensive, time consuming, and wood was not available in abundance on the open prairie. It was not a feasible option for large cattle herds requiring miles and miles of fencing, so they were managed on the open prairies or rangeland. The invention of barbed wire allowed fences to be built. As land owners began fencing in their properties, it became more and more difficult to drive cattle. Show the National Cowboy and Western Heritage Museum's video clip, Barbed Wire.
- Railroad: When railroads reached Texas, ranchers were able to transport their cattle to the market by railroad. This mode of transportation was safer and more efficient. As refrigeration became common place, cattle were slaughtered at the railhead town and then moved to cities for distribution.
- Beef Cattle Markets: The era of the cattle drive began due to the high demand and high price of cattle. Like every market, cattle prices rise and fall. The last years of the cattle drive brought low prices for cattle ranchers. Low prices led to little or no profit and contributed to the end of the cattle driving era.
- Texas Fever: Another contribution to the demise of the cattle drive was the outbreak of what was then called, "Texas Fever." Texas Fever was a deadly disease for cattle. It acquired its name because cattle from the East or origins other than Texas contracted the disease after mixing with cattle from Texas. At first, the disease was especially difficult to understand because cattle from Texas never contracted the disease, only cattle from other parts of the United States. Later it was discovered that the disease was caused by a protozoa that was transmitted by ticks. The ticks would be transported to holding facilities or pastures on Texas cattle. Then, the ticks would drop off the cattle and lay eggs. The new ticks would carry the disease and infect the cattle with the disease that the hardy Texas longhorns were immune to. Texas Fever caused quarantines against Texas cattle making it difficult for ranchers to continue trailing their cattle to the markets.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- The historical era of the cattle drives significantly impacted society in the growth and expansion of the U.S. as the population moved West after the Civil War.
- The invention of barbed wire, the expansion of railroads, and eventually the use of refrigerated box cars were significant factors in changing cattle ranching to the way it is typically done today.
Watch the 9-minute video clip, The Devil's Rope from the YouTube channel Our Wyoming Life. This episode teaches the history of barbed wire and highlights historical events shaping cattle ranching and the historical open range.
Discuss the importance and influence of horses in the settlement of the West. Show the National Cowboy and Western Heritage Museum's video, The Cowboy's Horse for more information.
Watch the video segment, "The King of Ranches" produced by America's Heartland. This segment tells the story of the King Ranch located in Southern Texas. This ranch began in 1853 and continues today as the largest cattle ranch in the United States.
Cattle brands were, and continue to be a symbol that represents a specific ranch. It is the mark of legal ownership for the cattle. In western, ranching cultures brands are a source of pride. They often represent the ranch as well as a family, their heritage, and values. Have your students design a brand to represent themselves and/or their family. They can use a combination of symbols, letters, or numbers. You can also show the video clip produced by the National Cowboy and Western Heritage Museum, History of Branding: Irons in the Fire.
Watch "Cattle Drives." This documentary discusses cattle ranching on a modern day cattle ranch.
Assign students to create and narrate a slideshow using images of the cattle drive. Pictures can be found using an image search on the internet.
Visit the Interactive Map Project website and compare the Beef Cow Inventory and Acres of Pastureland maps. As a class discuss the correlations they see between cattle produced and the amount of land available for grazing. Ask students to consider other factors such as climate and the size of the state. Many cattle are grazed on open rangelands for several months out of the year. Beef cattle often spend 3-4 months in what is called a feedlot. Beef cattle in feedlots are fed diets high in energy and protein which will add flavor and tenderness to the beef they produce. Corn and other grains are a large portion of their diets at this time. Compare the maps showing Corn Production and Beef Cow Inventory. Can your students see any correlation to the high corn producing and beef producing states? Identify where your state ranks for their production of beef cattle.
Use the book, "Cowboys: Voices in the Western Wind" written by David L Harrison and illustrated by Dan Burr for further illustrations of cowboy life. The book is a collection of poems which depict all aspects of a cattle drive including branding, cattle drive positions, and the dangers of the trail as well as the day-to-day life of a cowboy swapping stories around the campfire.
Watch the 8-minute video clip, The American West- The Cattle Trail from Timelines TV.
Suggested Companion Resources
- Lazy B: Growing Up on a Cattle Ranch in the American Southwest (Book)
- Balloon Roundup (Kit)
- America's Heartland: Riding the Range on a Utah Cattle Drive (Multimedia)
- Beef Cattle PowerPoint (Multimedia)
- Bon a la Beef Videos (Multimedia)
- Illustrated Accounts of Moments in Agricultural History (Multimedia)
- Agricultural News (Website)
- Glidden's Patent Application for Barbed Wire (Website)
State Standards for Utah
High School United States History I Strand 6Expansion
Standard 6.3Students will identify the economic and geographic impact of the early Industrial Revolution’s new inventions and transportation methods, such as the Erie Canal, the transcontinental railroad, steam engines, the telegraph, the cotton gin, and interchangeable parts.
Standard 6.4Students will make a case for the most significant cultural, political, and economic impacts of territorial and/or industrial expansion.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Evaluate and discuss the impact of major agricultural events and agricultural inventions that influenced world and U.S. history (T5.9-12.g)
Science, Technology, Engineering & Math
- Correlate historical events, discoveries in science, and technological innovations in agriculture with day-to-day life in various time periods (T4.9-12.a)
- Discuss population growth and the benefits and concerns related to science and technologies applied in agriculture to increase yields and maintain sustainability (T4.9-12.c)
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5-12 History Era 4 Standard 2E: The settlement of the West.
Objective 1Explore the lure of the West and the reality of life on the frontier.
5-12 History Era 6 Standard 1C: Agriculture, mining, and ranching transformed.
Objective 1Explain how major geographical and technological influences, including hydraulic engineering and barbed wire, affected farming, mining, and ranching.
Objective 2Explain the conflicts that arose during the settlement of the 'last frontier' among farmers, ranchers, and miners