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1 THE AMERICAN COWBOY

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THE AMERICAN COWBOY

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Table of Contents

How to Get Started 3

Curriculum Standards (Kansas) 4

Curriculum Standards (National) 5

Pre-Trunk Activities 6

Lesson A: History of the Cowboy 7

Lesson B: Dressing for the Job 13

Lesson C: Horses and Tools 18

Lesson D: Daily Life of a Cowboy 23

Lesson E: The Spring Hill Ranch 33

Lesson F: The Cowboy of Today 41

Post-Trunk Activities 49

Tying a Lasso 52

Branding 53

References and Additional Resources 55

Inventory 56

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How to Get Started

All questions, com-ments, and suggestionsare welcome and shouldbe forwarded to:

Education CoordinatorTallgrass PrairieNational Preserve2480 KS Hwy. 177Strong City, KS 66869(620)273-8494

Cowboys...they’ve long held our imagination. From thetime we’re old enough to play cowboys and Indians, tothe days when we realize it’s only a dream, we are drawn tothe allure of the cowboy. Kansas was the focal point of thelong cattle drives of the 19th century as cowboys and cattlepushed through the verdant hillsides on their way to KansasCity. The cowboy is still alive and well in the Flint Hills! So,round up your cowboys and cowgirls, teach them the ways ofthe West, and head ‘em out on their own personal cattledrive!

Materials contained in this kit are geared toward grades 3-5and correlated to Kansas State Education Standards for thoselevels.

References to items from trunk will be in bold print andunderlined. Graphics with a Figure Number referenced willhave accompanying transparencies and digital versions onthe CD. Watch for the following symbols to help guide you

through the booklet:

Please help us continue to share these treasures with otherstudents by treating the trunk contents with respect.

Good luck and enjoy!

Indicates a class discussion point and potentialwriting activity.

Math Counts! Exercise for mental or writtenarithmetic.

Vocabulary Counts! New vocabulary that mayneed reinforcement.

Community Counts! Opportunity forverbal interaction with communitymembers.

Indicates further resources on the Web forextension learning.

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The activities and materials in this trunk have beencompiled to meet curriculum standards for the State ofKansas Department of Education.

Curriculum Standards (Kansas)

LessonLesson Lesson Lesson Lesson Lesson

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Curriculum Standards (National)Standard D (Earth and Space Science): Properties of

earth materials.Standard F (Science in Personal and Social Perspectives):

characteristics and changes in populations; types ofresources; changes in environments; science andtechnology in local challenges.

Standard 1: Students read a wide range of print and non-printtexts to build an understanding of texts, of themselves, andof the cultures of the United States and the world; to

acquire new information; to respond to the needs anddemands of society and the workplace; and for personalfulfillment.

Standard 3: Students apply a wide range of strategies tocomprehend, interpret, evaluate, and appreciate texts.

Standard 6: Students apply knowledge of language structure,language conventions (e.g., spelling and punctuation),media techniques, figurative language, and genre to create,critique, and discuss print and non-print texts.

Standard 1A: The student undertands family life now and inthe recent past; family life in various places long ago.

Standard 2A: The student understands the history of his or herlocal community.

Standard 2B: The student understands how communities inNorth America varied long ago.

Standard 3B: The student understands the history of the firstEuropean, African, and/or Asian-Pacific explorers andsettlers who came to his or her state or region.

Standard 3E: The student understands the ideas that weresignificant in the development of the state and that helpedto forge its unique identity.

Standard 4E: The student understands national symbolsthrough which American values and principles areexpressed.

Standard 8B: The student understands changes intransportation and their effects.

National ScienceEducation Standards

National Council ofTeachers of English

National Center forHistory in theSchools

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PRE-ACTIVITIES1. What are the student’s perceptions of a cowboy?

Where did they get their ideas of what a cowboyis? What cowboy movies have they seen? Havestudents write down their ideas of what a cowboy’slife was like in the 1880s. This activity will be used aspart of post-trunk Activity #1 later on.

2. Using the illustrated instructions on page 52, have thestudents practice tying a proper knot for making alasso. This skill will be used in several of the activities.Once they can tie it, allow them to practice lassoing achair, increasing the distance as they develop theirskills.

3. Using the brand chart on page 54, teach thestudents the art of reading brands. Make up a fewbrands and show how they could be altered byrustlers. Example…making an “8” or a “B” out of a “3”

4. Divide the classroom into small “ranch” groups offive to six students each. Show the branding ironincluded in the trunk. Have them create their own“ranch” brands, using wide paint brushes. Make surethe brands are a good size, approximately four to sixinches in diameter. Pick out the best brand from eachranch, and that brand will become the only brandtheir “ranch” can use. (In effect, a Lazy R brand willbe the brand of the Lazy R Ranch, etc.) Then haveeach ranch make up 8-10 white papers with theirbrand painted in the middle of it, using bright-colored non-toxic paints that can be easily seen, suchas red or orange. Attach a string to the papers so thatthey can be hung around the necks of other studentswho are playing the role of steers in Activities #7 and#8. Make enough brands for all of the students whowill be cattle; 20-25 total brands will probably suffice.

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Lesson A: History of the Cowboy

Objectives:

- Students will learn the origins of the cowboy.- Students will learn the role of the cowboy in the settling of the West.- Students will learn about the economy that drove the cattle industry.

Materials:

____ Map showing railroads and cattle trails of the West.____ Map of cowtowns.

Curriculum Standards:

Economics(4th) B1-identifies how natural and human resources

produce goods.(4th) B3-illustrates market economy, based on supply

and demand.(5th) B1-economic interdependence.

Geography(3rd)B2-identifies local natural resources.(5th) B3-identifies renewable resources and their uses.

History(4th) B2-compares reasons for immigration to Kansas.

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Cowboys hold a special place in the history of the UnitedStates. The American movie has shaped our impressions of justwhat a cowboy should be; how he walks, how he talks, and howhe acts. He was a romantic figure, free to roam wherever hechose, riding off into the sunset in search of adventure. Thatmade for some great movies, but hardly portrayed the real lifeendured by men (and even some women) that chose to livetheir lives amidst the hardships of the unsettled mountains andplains.

In reality, cowboys came from all walksof life, from all parts of the United

States, and indeed, the world. Some cowboyswere mustered out Union and Rebel soldiersunwilling to return to their former homes and jobs. Some wereformer sailors. Some were bums or beggars. Some were formerslaves. In fact, one out of every three cowboys was eitherAfrican American, Mexican, or Native American.

Very few were college educated. Some came west foradventure; others came looking for work after the Civil War.Some were on the run from the law. Just like the rest of society,there were good cowboys and bad cowboys.

Vocabularycounts:-Union-Rebel-mustered

Union soldier

Rebel soldier

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VocabularyCounts!

How did the cowboy get started? The term “cowboy” isof uncertain derivation. The original cowboys were Spanish andwere called vaqueros.They were very skilled in driving andhandling the long-horned cattle that they introduced to NorthAmerica in the 17th century.

In Colonial times, stock raisers referred to themselves as“drovers” or “cow-keepers.” During the Revolutionary War,“cow-boy” was applied to armed Tories who stole cattle from theAmerican farmers and sold them to the British. Later, the namereferred to Texas bandits who stole cattle from Mexicans. Onlyafter the Civil War did the term apply to anyone who tendedcattle in the West.

After the Civil War, beef was in short supply in the East.Many of the Texas cattle ranchers had gone off to fight the war,leaving their herds untended. As a result, many of the cattle ranloose, multiplied, and dispersed throughout Texas. This leftmany thousands of unbranded cattle available to virtuallyanyone willing to round them up.

In fact, there was such an overabundance of cattle thatTexas steers were worth only about $4 - $6 in Texas, but could besold in St. Louis, Missouri for $40-$60. So, was it any wonder thatcattle were being driven to the eastern cow towns where thecowboys could get a better price for their cattle?

-vaquero-Tories

Many cowboy terms are fromthe Spanish language...

-buckaroo...vaquero-rodeo...rodear-lasso....lazo-chaps...chaperejos

To be a successful cowboy however, one thing was certain.He had to be tough, both mentally and physically. He enduredlong hours on horseback, in all kinds of weather, and receivedvery low pay for it. Unless he was lucky enough to have a year-round position, he had to find another job for the winter.

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ACTIVITY #1

If a cowboy could drive 1540 head of longhorncattle to St. Louis and sell them for $42 / head, how much more profit would he realizethan if he sold them in Texas for$5 / head? What if he lost 35 head along the way fromdrowning, a stampede, or sickness? How would thatchange his profit?

ACTIVITY #2

Refer to the maps on pages 11 and 12. Dividethe students into groups and have some research atrail and others research the cattle towns at the endof the trail.

Here are a few questions to get them started.

How long was each trail, in miles?What are some names of the trails?Where did the trails start and stop?What are the names of some Kansas cow towns?

MathCounts!

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Fort Buford

Miles City

Cheyenne

Brownsville

Dodge City

Ellsworth

Wichita

Abilene

Kansas City

Sedalia

St. Louis

Cowtowns of the Old West

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Objectives:

- Students will learn the different articles of clothing worn by cowboys.- Students will understand the practical reasons for wearing certain articles of clothing.

Materials:

____ Cowboy hat____ Chaps____ Jeans____ Shirt____ Vest____ Spurs____ Boots____Bandannas____ Leather gloves____ “Cowboy Songs” CD

Curriculum Standards:

Economics:(3rd) B5-analyzes how needs and wants are met through

spending and saving decisions.

Lesson B: Dressing for the Job

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To be fully outfitted for the range, a cowboy wascovered from head to toe. His clothing was utilitarian...every item had a purpose, and some pieces of clothing hadmany uses.

His broad-brimmed hat kept the sun, rain, hail, andsnow off of his head. It could also be used to fan a campfire orcarry water. A hat meant so much to a cowboy that Westernetiquette allowed him to wear it indoors at meals and evenwhile dancing across a dance hall.

His two-piece long johns were worn unless it was toohot. The one-piece Union suit became popular around 1900.

His shirt was a pullover shirt with a few buttons downthe front, may have had a collar, and was made of cotton,flannel, or wool.

Pants were of wool, but in later years Levi jeans becamepopular. Cowboys usually wore suspenders, but if they didn’t,their pants had to be tight-fitting.

Vests with deep pockets to store tobacco, or paper andpencil, were usually worn. Shirts and pants didn’t have manypockets, so the vest provided a handy place to carry such items.Cowboys used the paper to tally the steers as they werecounting heads during a roundup. Tobacco was popular eitherfor rolling cigarettes or for chewing.

Cowboy boots weren’t that comfortable to walk in, buttheir design was very practical. The pointed toes made it easyto slide into the stirrups on the saddle, the high heels helped tokeep the feet secure in the stirrups, and the high leather topsprotected the legs from the sticky brush.

Spurs were pronged metal rowels worn on the boots.By jabbing them into the horse’s sides, they “spurred” thehorse into moving.

Leather gloves were a matter of personal preference.Some wore them only when roping; those that didn’t weargloves claimed that gloves interfered with the feel of the lariat,but risked suffering rope burns as a result.

VocabularyCounts!

-utilitarian-etiquette

spurs

cowboy hat

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A slicker was worn to keep the cowboy dry in the rainand snow but afforded little in the way of warmth. It was along coat made of oilcloth, split in the back for use whileriding and walking.

A bandanna was probably the most useful piece ofclothing that the cowboy owned. It was multi-functional....as a mask to keep out trail dust, as atourniquet in case of snakebite, and as insulation insidehis hat against the hot sun. It could also be used to hold ahot cup of coffee or as a general purpose rag.

Chaps were loose leather leggings that protected therider from scrub and mesquite brush. They were alsoused as extra covering during wet or cold weather. Thepopular style of the 1880s looked like a pair of straightlegged pants with the seat cut out, and sewn together atthe outer edge of the leg. This style was called shotgunchaps.

cowboy with yellow slicker

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ACTIVITY #3

AUDIO.....play “Jingle, Jangle, Jingle” from CD

Many of the cowboys’ clothes had to be multifunctional. Pullout the clothes from the trunk and have a student try them on, whilethe rest of the class thinks of uses for each item. Pass the spurs andlariat around the class. Do some cowboys and cowgirls today stillwear the same style as the cowboys of the1880s? What’s different;what’s similar?

ACTIVITY #4

Given the average prices for clothing and goods in 1880sKansas, have the students decide what they would buy on anaverage cowboy’s monthly wage of $25; on a six-month-season’swages of $150 that has to last them until the following spring.Refer to the 1880s price list on page 17. Compare those prices totoday’s prices. Ask them to explain their choices.

Mathcounts!

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1880s Price List 2008 Price List

Cowboy Hat .......... $ 5.00 ...........................................$ 75.00Bandanna ............... $ .05 ..........................................$ 3.00Shirt .........................$ .75 ...........................................$ 30.00Vest ..........................$ 1.25 .......................................... $ 60.00Pants ....................... $ 7.50 .........................................$ 35.00Boots .......................$ 10.00 ...........................................$ 125.00Socks .......................$ .25 .........................................$ 4.00Spurs .......................$ 1.75 .........................................$ 50.00Chaps ......................$ 6.00 ........................................ $ 90.00Lariat .......................$ 7.00 .........................................$ 35.00Saddle ..................... $ 15.00 .........................................$ 1000.00Slicker ..................... $ 2.95 ..........................................$ 70.00Long underwear ... $ 1.50 ........................................ $ 35.00Leather gloves........ $ 1.00 .........................................$ 20.00Bed roll ................... $ 8.00 ........................................ $ 125.00Colt Pistol ...............$ 12.00 .........................................$ 300.00Harmonica ............. $ .25 .........................................$ 15.00

PRICE LISTS

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Objectives:

- Students will learn about the different tools and equipment the cowboys use to perform their daily work.

- Students will learn to saddle a “horse” using a miniature saddle and tack.

Materials:

____Brand chart____Saddle____Lariat____Paper pad / pencil

Curriculum Standards:

History (4th)B1- describes transportation system.

Economics (4th)B1-how natural and human resources are used

to produce goods.

LESSON C: Horses and Tools

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A cowboy’s most valuable piece of equipment washis horse. A cowboy was useless without his horse. On therange, distances were too great and it would have beenimpossible to round up his cattle without his horse. A goodhorse was a tremendous help in turning and driving cattle in thedirection the cowboy wanted them to go.

A cowboy’s horse was almost always a quarter horse; ashort, strong, fast horse that was very good in working withcattle. Most ranchers had their own horses, and expected theircowboys to use the ones supplied by the ranch. On long cattledrives, a remuda was taken along to supply fresh horses. Thesehorses were cared for by a wrangler. The cowboys would ridemuch farther in a day than the cattle, because of all the movingup and down and around the herd, trying to keep themtogether.

The one piece of equipment that a cowboy was thefussiest about was his saddle. He usually owned his own. Hespent many hours in it during the day, and at night, often used itas a pillow. So it was important that it be comfortable.

Vocabulary Counts!remudawrangler

saddle with lariat

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Rope or “lariat” was another important toolof the trade. A rope made from braided rawhidewas thrown to lasso a steer’s horns or feet, ormaybe a horse’s neck. Stretched around severaltrees, it could form an instant corral. It could alsobe used to drag firewood or pull out a steer thatwas stuck in the mud.

Another indispensable item was a gun,particularly a 45 Colt revolver. The most practicaluse was for hunting game. It was also handy forshooting rattlesnakes or a horse if it had a brokenleg and needed to be finished off. A gun fired infront of a stampeding herd might turn it away. Afun game was to shoot at tin cans on the ground,while practicing for accuracy. Gunfights asportrayed by Hollywood movies almost neverhappened except when some greenhorn hadheard that courage in the West was proven with agun.

ACTIVITY #5

Being able to rope a steer was an essential skill fora cowboy. Refer to page 52 for instructions ontying a lasso.Have the children tie a proper knot and try tolasso a “steer.”

ACTIVITY #6Using the saddle and other tack provided, have thestudents try and saddle a “horse.” Make sure theydo it in the proper order. Refer to pages 21-22 fordiagram and instructions.

Vocabularycounts:greenhorn

45 Coltrevolver

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horn

latigo

backjockey

ties

fender

stirrup

saddleblanket

cantle

skirt

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Saddling a Horse

Saddling a horse is usually done from the left side ofthe horse.

1. Grooming... groom the horse to make sure thereare no dirt or hair clumps that can become irritatingunder the saddle.

2. Saddle blanket... place the saddle blanket just infront of the withers(shoulder).

3. Saddle... the saddle is gently placed atop the saddleblanket. Always place gear on your horse gently toavoid startling the horse.

4. Cinch... reach under your horse’s belly for the cinch.

5. Latigo... pull the latigo through the “D” ring on the cinch and tie a “western cinch”....as follows...

a. Run the latigo through the saddle “D” ring, from the outside in. Pull the latigo completely through and to the left of the “D” ring.

b. To tie the knot, cross the loose end of the latigo over the top of your latigo layers and insert it through the saddle “D” from the horse side out.c. Then, thread the latigo end down through the loop you made when you crossed over.

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LESSON D: Daily Life of a Cowboy

Objectives:

- Students will learn the techniques of driving cattle, including the different cattle driving positions of the cowboys.

- Students will learn what an average day on the trail was like.

Materials:

___ “Cowboy Songs” cd___ harmonica___ cowboy hat___ bandannas___ branding iron___ apron___ lariat___ string___ vest

Curriculum Standards:

Economics(4th) B1- spending and saving decision. B2- characteristics of an entrepeneur B3- market economy(5th) B1- economic interdependence

Geography(3rd) B2- local natural resources B5- how physical environment

impacts human activities.

History(3rd) B1- local individual cotributions(4th) B1- regional stories define region B3- history of “Home on the Range”

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Up until the 1880s cowboys spent much of theirtime out on the range. During the 1850s, most of thecattle were driven to California, which had a rapidlygrowing population. However, during the 1860s to1880s, cattle were driven on long cattle drives acrossunfenced prairie to Kansas towns such as Abilene,Ellsworth, Dodge City, and Wichita. These townssprung up along railroad lines to attract the cattlebusiness; some would prosper, some wouldn’t. Theirfortunes depended upon politics, the railroads, and theline of settlement in Kansas.

During the spring, before the cattle drives, theyheld a roundup where the cowboys would find all thecattle that belonged to them, including all the newborncalves. In the Flint Hills, a cattle roundup was alsocalled gathering. During this roundup, they wouldbrand their cattle with their own brand, signifying theirownership.

branding a steer

Texas longhorn

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The cattle drives took place in the summerand could last several months, depending on howfar they had to travel. Cowboys worked long days;seven days a week, and their duties were oftenmonotonous. They would be awakened by thecook long before the sun rose.

After a breakfast of bacon, biscuits, andcoffee, they would start driving cattle until midday,when they would stop for lunch, which was usuallya cold meal. Then it was back on the trail againuntil early evening.

They usually did not carry a canteen, butrather, drank water from a barrel on the chuckwagon or from any streams they might cross. Acowboy’s life was a harsh, uncomfortableexistence. On any given day, he might have tocontend with a prairie fire, a stampede, rivercrossings, rattlesnake bite, being kicked by ahorse, bitter cold, or extreme heat.prairie rattlesnake

prairiefire

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He had very few comforts other than hisbedroll and campfire, and perhaps a harmonica orfiddle for music at night.

evening around the campfire

fiddle

cooking fire

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Some of the popular songs of the 1870s and1880s are still popular today… “Streets of Laredo”,“Red River Valley”, and “Home on the Range” arestill played by many western artists. “Home on theRange” was written right here in Kansas in 1873 andvery quickly became a favorite dance tune. Today, itstill evokes images of the western plains and thecowboy.

A song written by an unidentified cowboy in the 1880s...

Oh, I am a Texas cowboyFar away from home,If ever I get back to TexasI never more will roam.

Montana is too cold for meAnd the winters are too long;Before the roundups do beginOur money is all gone.

All along the Yellowstone‘Tis cold the year around;You will surely get consumption By sleeping on the ground.

Come all you Texas cowboysAnd warning take from me,And do not go to MontanaTo spend your money free.

But stay at home in Texas,Where work lasts the year around,And you’ll never catch consumptionBy sleeping on the ground.

- from Cowboy Culture, by David Dary

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While driving the cattle, cowboys on horsebackwere positioned at strategic points around the herd(see illustration on page 29). The trail boss led the way,scouting out the terrain ahead and looking for a goodplace to set up camp.

The company cook followed in the chuckwagon, which carried all the food, the cowboys’bedrolls, and other supplies needed for the long drive.He was often a retired cowboy with a wealth ofexperience. He would go on ahead with the trail bossin order to get camp set up and the meals started. Notonly was he the cook, but he served as barber, doctor,and dentist as well.

The wrangler and his remuda of extra horsesstayed near the back of the herd, ready to change outhorses when needed.

chuckwagon

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Riding at the front of the herd, on both sides,were two cowboys, called pointers, helping to “point”the herd in the right direction. “Point” was an honoredposition, reserved for the best, most experiencedcowboys. “Swing” cowboys would ride farther back,where the herd began to swell. Several cowboys wouldalso ride on the sides or “flanks” of the herd, behindthe swing riders, to keep the cattle from wanderingaway. Finally, bringing up the rear of the herd were theless experienced cowboys riding “drag.” They wouldkeep the slower cattle moving with the rest of the herd.They probably had the toughest and dirtiest job,because they had to breathe all the dust stirred up bythe cattle.

Which piece of clothing do you think the drag riders found the mosthelpful?

Flank

DragTrailBoss

ChuckWagon

HorseWrangler

Point

Swing

#1

123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567123456789012345678901234567

remuda

cattle herd

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ACTIVITY # 7

The object of this activity is for the ranch handsto identify those steers with their own ranch brandand separate them from the herd.

Select two students from each ranch to helpround-up the cattle. Those not selected as cowboysget to be the cattle. Give each of the steers a brand tohang around his/her neck, then put all of the cattle inthe center of an enclosed area. (If done outside, beaware the cattle may get a little rambunctious andscatter!)

Set up a corral in a corner of the room. Havethe cattle mill about, making cattle noise, grazing, etc.Working one ranch at a time, one of the cowboys triesto cut out, or separate his cattle (instruct the cattle toturn away as the cowboys approach), and with thehelp of his partner, “drives” it over to the corral. Inthat way, the two cowboys, working as a team, shouldbe able to move the steer in the right direction. Ifsome of the steers don’t want to go, have the ranchhands gently put a lasso around it (without throwingit) and pull the steer to the corral. After the cattle haveall been rounded up, switch out the cowboys to allowothers to take a turn.

Vocabularycounts:cut orcut out

cowboys and horses pushing cattlethrough the gate while beingcounted.

“cutting”cattle

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ACTIVITY # 8

(AUDIO)….play “Cattle Call” from CD

(VIDEO)…show video of Tallgrass Prairiecowboys gatherin’ cattle. Listen for cowboyscalling out to cattle.

Now that the “ranches” have rounded upall of their cattle, have the class conduct a cattledrive, combining all the ranches into one. Thisactivity is best conducted outdoors.

Let the students take turns in assignedpositions, as described in this lesson… “trailboss(1 student)”, “wrangler(1)”, “cook(1)”,“pointer(2)”, “swing(2)”, “flank(2)”, and“drag(2-4).” If small class numbers don’t allowfor all of the positions, eliminate the wrangler,the two flanks, and the cook, and have only twodrag positions.

The trail boss will be wearing the cowboyhat and the vest; the wrangler will wear thegloves and carry the lariat; the cook wears theapron; and the cowboys will be wearingbandannas tied around their necks. The rest ofthe students will be cattle, and should bewearing the brands around their necks. Eventhough the brands will be different, they will allbe part of the same herd.

First, set up the herd and have themremain still until the cowboys have taken theirassigned positions. Review the duties of each ofthe different positions. Show how the herdwould string out into a long herd, rather than asmall round one. Once the herd is in motion,encourage a few of the “cattle” to stray off just alittle to allow the cowboys to herd them back in.

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When everyone is set, give a loud“Move ‘em out!” to start the cattle drive! Thisis also a time to let the kids make noise and stirup dust, allowing them to make all of the cattlesound effects they want. Since these werelonghorn cattle, have the students put theirhands on their foreheads to make horns. Asseen in the video, the cowboys also madenoise. Whooping, hollering, and whistling werehelpful in driving and steering the cattle. Letthe cowboys drive the cattle around theplayground a few times, then switch out thecowboys with the cattle, allowing all of thecattle to play the role of the cowboy. After allhave had a turn, a bonus activity might be tohave them all circle around a “campfire” andeat a typical trail meal of bacon, beans, andbiscuits, while listening to some songs from theCD.

During this activity, the cattle should bewalking, not running. Explain that running cattletakes weight off and results in a lower profit for thetrail boss. Getting cattle excited and making themrun was called chousing. It was a common mistake ofgreenhorns, and was a sure ticket to the dragposition at the back of the herd.

driving the cattle

vocabularycounts:

chousing

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Objectives:

- Students will learn what type of jobs ranch hands performed.

- Students will learn what caused the demise of the long cattle drives and how that affected the business of cattle ranching.

Materials:

____ “Cowboy Songs” cd ____ Limestone rock

____ Barbed wire ____ Tallgrass pictures

Curriculum Standards:

Economics(4th) B1- how resources are used in

production of goods and services.(5th) B1- economic interdependence

Geography(4th) B2- identifies hman characteristics

of Kansas.

History(3rd) B3- importance of landmarks andhistorical sites in local community.

LESSON E: The Spring Hill Ranch

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In the 1870s, Mr. Stephen Jones usedthe railroad to ship thousands of head of cattlethrough the Flint Hills, on their way from his ranchin Colorado to the market in Kansas City. The FlintHills of Kansas was located in the tallgrass prairie,an ecosystem that was rich in nutritious grassesthat provided excellent grazing for cattle.

Although Mr. Jones did participate in atleast one cattle drive, most of his cattle wereshipped by railroad. Once the transcontinentalrailroad was completed in 1869, there were a lot ofrailroads competing for the cattle business, so itbecame cheaper to ship them by rail than to drivethem overland.

By the 1880s, with many railroad spur linesin place, many ranches were being established,with much of the land being fenced off, thusbringing an end to cattle drives through Kansas.Mr. Jones was one such rancher that built hisranch in the Flint Hills, near Strong City, Kansas.He called his ranch the Spring Hill Farm and StockRanch, for the springs which served his house.

Spring Hill Ranchbarn ; cattle onthe hillsidebehind.

Learn more about thetranscontinental railroad onwww.pbs.org/wgbh/amex/tcrr

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Grasses of the Tallgrass Prairie

little bluestem

big bluestem indian grass

switch grass

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As he acquired his land piece by piece, Mr.Jones employed a local contractor to build 30 milesof limestone rock fence to enclose his eventual7,000 acres. Although barbed wire was readilyavailable for fencing by that time, many ranchers inthe Flint Hills chose to use limestone instead.While some ranchers picked the rock that wasclose to the surface for their fence, Mr. Jonesquarried his fence rock because it was a strongerlimestone.

limestone at the surface of theprairie

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In one day, a worker could build one rodof fence…about 16 ½ feet long and 4 to 5 feethigh, and get paid about fifty cents for his day’swork. To encourage the settlement of the area,the federal government reimbursed the ranchers.Vocabulary

counts: rodreimburse

limestone fence in pasture

limestone fence aroundSpring Hill Ranch house circa 1900

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Herefordcattle

Durham Shorthorncattle

The cattle industry was changing and becomingmore specialized. Herd size was reduced, resulting inbetter care and improved stock quality. Ranchers likeMr. Jones preferred pure-bred cattle such as Hereford,Shorthorn, Durham, and Galloway.

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The large ranches, fenced pastures, and therailroad all signaled changes in the cowboy’s way oflife. Neither the cattle nor the cowboys would beroaming as freely as they once did.

As the cattle business expanded andmodernized, farm chores became an increasinglycommon cowboy activity. Riding line and mendingfence would become a common chore. He would bespending more time on the ranch, performing choresthat were different than what he was used to; somechores that would have been demeaning to a cowboyjust a few years before. Some cowboys could notaccept these changes in their way of life, and solooked for another line of work. It was said if acowboy “sold his saddle,” it meant he had sold hismost prized possession, and was no longer a cowboy.

A cowboy, now more accurately called a“ranch hand,” might spend the day mowing hay ordoing repairs around the ranch. Another day he mayfind himself milking cows in the morning andevening, and shoeing horses the rest of the day.

In the winter, many cowboys had to findother jobs. By late November, after roundups andcattle drives were finished, two out of every threeranch hands were laid off until the following spring.Permanent cowboys performed maintenance andrepairs. Firewood had to be collected, along withother chores that had been put off during thesummer. More serious winter tasks included goingout from time to time to make sure the cattle werenot freezing or starving to death, and huntingwolves that preyed on the cattle. If they did comeacross a dead steer, they would then try and salvagewhat they could of economic value— the hide.

winter on the plains

demeaning

Vocabularycounts:

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ACTIVITY # 9

(AUDIO)….play “Don’t Fence Me In”

Have the students discuss how they would feel ifthey were used to working out in the wide openspaces, and then had to be tied down to aranch. Have they experienced anything similarin their lives?

ACTIVITY # 10

Research the tallgrass prairie and discuss why itwas such a promising place to establish a cattleranch. Use the grass pictures to show the fourmain grasses that make up the tallgrass prairie.

ACTIVITY # 11

Mark off a section 16 ft. long, 2 ft. wide, and 5 ft.high to illustrate how much rock fence one mancould build in a day. Discuss some of the prosand cons of using limestone vs. barbed wire.

- availability - maintenance - cost

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LESSON F: The Cowboy of Today

Objectives:- Students will learn what kind of work the cowboys of today perform.

- Students will compare the work of modern cowboys to that of the old-time

cowboys.

- Students will learn how the cowboy way of life is being preserved.

Materials:

___ lariat

Curriculum Standards:

Life Science :(5th) B2- how genetic information

is passed from one generation to the next.

Geography:(5th) B5- relationship between

natural resources and advances in technology.

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Today’s cowboys enjoy the conveniences ofmodern technology to perform their duties aroundthe ranch. Many cowboys go to college to learn thelatest technologies used in the cattle business. Theycan use computers to determine the correct amountof feed that their livestock requires; check on stockprices; and use satellites to get the latest weatherforecasts. They can communicate with other ranchhands by cell phones. While many ranchers still usehorses, they also use pick-up trucks and ATVs to getaround in, saving the ranchers time that could bebetter spent on more important chores.

horse trailers

visit www.noaa.govto find a weatherforecast for yourtown. Is today’sweather good forchopping ice blocksout of theriver...burningprairie...or maybemaintenance choresinside the barn?

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Cattle can still get stranded during floods andblizzards, but ranchers can now drop feed by helicopterduring these emergencies, thus saving the animals andmaintaining the rancher’s profit margin. Aerial surveyingcan also tell a rancher about the health of his rangelands,and thus can incorporate different strategies to manageit. Genetic planning is now also a common businesspractice among ranchers, helping to ensure high qualitybeef.

Modern technology has led to more humanemethods of treating their livestock. Many ranchers stilluse hot brands on their cattle, but brands can now bedone with freezing methods, ear tags, or even microchipimplants. Veterinarian medicine has also made hugeadvances since the 1880s. With many beef products beingshipped overseas in the international market, there isclose scrutiny of cattle raising methods and regulations.Even within the United States, cattle ranching practicesare monitored for compliance with environmental,pathological, and ethical guidelines.

freezebrand on horse’s neck

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From the long cattle drives overland, to the railroadcars, to today’s cattle trucks, transportation practices havedramatically changed over the years. Modern ranchers haultheir horses in a trailer to the ranch site, drive the cattle afew miles to the loading corrals, then load the cattle intolarge cattle trucks. Once loaded, the cattle usually head offto a feed lot for finishing, before going to the packing plant.

loading cattle at theSpring Hill Ranch

Vocabularycounts:

finishingpacking plant

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In the 1880s, it would have been very strangefor someone to pay a rancher for the chance to play atbeing a cowboy. For many urbanites today, the allure ofthe cowboy image still fosters a yearning to “ride thetrail.” Today, dude ranches are common, and a popularvacation option for “wannabe” cowboys. So popular, infact, that a very successful movie was made about thatvery subject. “City Slickers,” starring Billy Crystal,follows the mis-adventures of several city dwellerstaking part in a modern-day cattle drive.

Perhaps the one venue most responsible forperpetuating the cowboy image today, however, is theprofessional rodeo. Rodeos started out as a workingranch competition. But, as the frontier and thecowboys’ way of life were disappearing towards the endof the 19th century, the popularity of the rodeo grew.Some cowboys were able to make a living by competingin rodeos around the country.

Over the years, the cowboys organizedassociations like the Professional Rodeo CowboysAssociation (PRCA) and gained some leverage in therodeo business. In the modern era, rodeo hascontinued to grow in popularity. Rodeo associations atregional and state levels also help promote the sport. Infact, rodeos are even part of some high school andcollege athletic programs.

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Events such as bull riding, bareback broncriding, barrel racing, steer wrestling, and teamroping help to keep traditonal cowboy skills alive.There’s even a Little Britches Rodeo for ages 5 to18, with events similar to those in the adult rodeos.

Every year, rodeos of all sizes and all levelsare held around the United States, andinternationally as well. The Flint Hills Rodeo, thelongest running rodeo in Kansas, started out in1937 in a pasture on a ranch near Strong City,Kansas. Held the first full weekend in June, it usesthe same arena and grounds built for the eventback in 1948. Nearly 20,000 spectators attend the3-day rodeo each summer, a testimony to thecontinuing popularity of rodeo.

rodeo belt buckle

bareback bronc riding

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ACTIVITY #12

Have the students discuss any experiencesthey’ve had using modern equipment on a farm/ranch. Think of different scenarios common tothe old days and today. Using the technology ofboth eras, have the students compare how theywould handle each situation. (Example... a smallherd is stranded as the result of a blizzard, far fromany food or shelter. Then…a cowboy would haveto ride out to try and help them, if he was able to getout at all.Now…the cowboy might be able to air drop somefeed to the cattle via helicopter or light plane. Hemay also have a snow mobile to haul feed to themand clear a trail.)

ACTIVITY #13

Have each ranch brainstorm to see who cancome up with the most uses for cattle. Includefood, clothing, leather goods....etc.

ACTIVITY #14

Have any students participated in any rodeoevents? What was it like?Can they name any rodeo events? Which oneswould they like to do and why?

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ACTIVITY #15

Hold your own rodeo! Make up events thatmirror actual rodeo events, but can be done bythe students. These would probably best be doneoutdoors. A few examples:

Team roping…They tried to lasso chairs in oneof the earlier activities. Now, partner up and seewhich team can both lasso the chair in the fastesttime.

Barrel racing… set up two chairs or otherstationary objects a reasonable distance from astarting line. The chairs should be about 40-50 ft.apart. This is a timed event in which a rider racesfrom the starting line to the other two barrels,circles each one independently, and rides back tothe starting line. Have the students either run thecourse, or have a wheelbarrow race with teams.

barrel racing

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1. Now that you’ve completed the trunk,have the students re-write theirimpressions of what it’s like to be acowboy. Compare the two. Have theirideas changed? Were they surprised tolearn what it’s like to be a “real” cowboy?

2. Cowboy songs and poetry have long beena part of the Old West. Have the studentswrite a short cowboy poem (one that iswritten from a cowboy’s point of view)about either their experiences on a farm/ranch, or based on what they’ve learnedfrom this cowboy trunk. You might limitthe poems to 10 lines or less. An exampleof a modern cowboy song is on page 51.It’s by Dan Seals and is called “God Mustbe a Cowboy.”

3. Have the different “ranches” write andperform a cowboy song, perhaps tothe tune of one of the songs they heardon the CD.

4. Visit the National Cowboy & WesternHeritage Museum in Oklahoma City, OK,or visit their interactive websitewww.nationalcowboymuseum.org.

POST - ACTIVITIES

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5. Visit a nearby historical society museum,living history museum, or library to seeartifacts, pictures, and stories about howlife was like in their own town, or one nearthem.

6. Have them bring in old photos (or copies)of someone they or their parents knew andtell the story behind that picture.

7. Have them conduct an oral interview withan “old-timer”. It can be with a familymember, friend, or local rancher. Ifpossible, have them tape record it, with theinterviewee’s permission, of course. Guidethe students in the types of questions theymight ask in the interview.

8. Invite a local rancher, preferably an “old-timer” who’s lived through thetechnological changes, to speak about howit used to be.

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God Must Be a Cowboy

A campfire, some coffee, from a tin cup in my handSure warms the fingers when it’s cold.A-playing an old guitar, a friend I understand,Sure smooths the wrinkles in my soul.

A-sleeping in the moonlight, a blanket for a bed,Leaves a peaceful feeling in my mind.Waking up in the morning, with an eagle overhead,

makes me want to fly away before my time.

And I think God must be a cowboy at heart,He made wide-open spaces from the start.He made grass and trees and mountains,

and a horse to be a friend,And trails to lead old cowboys home again.

Night life and big cities is alright for awhile,Sure makes you feel good when you’re there.But the country’s so pretty it goes on and onfor miles,Takes away my troubles and my cares

And I think God must be a cowboy at heart,He made wide-open spaces from the start.He made grass and trees and mountains,

and a horse to be a friend,And trails to lead old cowboys home again,And trails to lead old cowboys home again.

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a

b

c

aaa a

b

c

a

b

c

d

d

a

bc

d

d

Tying a Lasso.

Step #1 Step #2

Step #3 Step #4

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Brands have been used for thousands of years as ameans to identify ownership. The ancient Romans brandednot only their livestock, but slaves and criminals as well.Cattle ranchers in the United States have long used brands.In fact, some brands become so famous as to become like acoat of arms for the family history. It represents theirreputation and can live on long after the family name isforgotten.

In 1885, Colorado had 12,000 registered brands, andtoday Texas has about 230,000 brands.

In the old days, hot brands were used exclusively. A“hot brand” means a branding iron was placed in thecampfire and allowed to get very hot. It was then placed onthe animals hide, usually its left hip, for several seconds toburn a permanent imprint on the animal. If the brandburned too deep, there was a chance for infection. If notburned deep enough, it’s possible the brand would not beclear enough to read.

Several reasons have been given by some old-timersfor branding the left hip. Some say cattle have a tendency tomove more to the left than to the right, making the brandmore visible to the cowboys during the roundups. Otherssay people read from left to right, and thus read from headto tail.

Still others maintain that a right-handed cowboywould ride just to the left of the animal and could see thebrand better. Regardless of where the brand was located,the location was recorded in the brand books.

BRANDING

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Byers, Chester, Cowboy Roping and Rope Tricks, Dover Publications, New York, 1966

Dary, David, Cowboy Culture, A Saga of Five Centuries, University Press of Kansas, 1989

Hoy, Jim, Cowboys and Kansas, Stories from the Tallgrass Prairie University of Oklahoma Press, 1995

Ward, Fay E., The Cowboy at Work, University of Oklahoma Press, 1987

Thorp, Jack, Songs of the Cowboys, Applewood Books

Durham, Philip, Negro Cowboys, University of Nebraska Press

Erbsen, Wayne, Cowboy Songs, Jokes, Lingo n’ Lore, Native GroundMusic, Inc.

America’s Cowboy, Cobblestone Publishing, New Hampshire

Freedman, Russell; Cowboys of the Wild West; Clarion Books, New York,NY

Kalman, Bobbie; Life on the Trail; Crabtree Publishing Co, New York,NY

Moon, Dolly M.; My First Book of Cowboy Songs; Dover Publications,Inc., NY

Adams, Ramon R.; Come and Get it: The Story of the Old Cowboy Cook;University of Oklahoma Press; Norman, OK

Rickey Jr., Don; $10 Horse, $40 Saddle; University Of Nebraska Press

Lindmier/Mount; I See By Your Outfit; High Plains Press; Glendo, WY

References and Additional Resources

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____activity booklet____video of Spring Hill Ranch roundup.____photo CD____“Cowboy Songs” CD____transparencies:

___Railroads and Cattle Trails Map of the

Old West___1880s price list___Tying a Lasso

___Evaluation Form

Activity supplies:

____cowboy hat____jeans____chaps____shirt____vest____spurs____ boots____bandannas____leather gloves____brand chart

INVENTORY

Please take the time to check all of the items in thetrunk before and after use. If anything is missing ordamaged, please contact us immediately.

Tallgrass Prairie National Preserve

2480 KS Hwy 177Strong City, KS 66869

(620) [email protected]

Laminated pictures:___chuckwagon___evening camp___longhorn___Spring Hill Ranch barn___limestone fence___hereford cattle___tallgrass species___horse trailer___cattle trucks

____saddle____saddle blanket____lariat____paper pad____pencil____branding iron____chuckwagon apron____string for paper brands____limestone____barbed wire

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