Students learn about the open range and how it helped ranching become a profitable business. Then they learn about ranching and facts and myths about cowboys. They also explore factors that led to the end of the open range.
Students learn about the open range and how it helped ranching become a profitable business. Then they learn about ranching and facts and myths about cowboys. They also explore factors that led to the end of the open range.
Students view an image of a cowboy rounding up cattle and read an introduction explaining how open ranges allowed cattle ranching to develop in Texas. They then respond to a poll predicting what happened to the open ranges, choosing from options such as fencing, railroads, conflicts, and home building.
Teacher MovesIntroduce the overall focus and objectives of the lesson on the open range, ranching, and cowboy life. Use the poll results to surface students’ initial ideas and foreshadow that multiple developments contributed to the end of the open ranges.
Students read about the open range as a large area of unfenced public land where Texas cattle roamed freely, the role of water access and wells, branding and “mavericks,” outside investment, and government policies banning fencing on public lands. They then complete a graphic organizer by recording four important facts they learned about the open range.
Teacher MovesClarify key concepts such as public land, branding, and mavericks, and highlight how government policies and outside investment supported ranching. Provide or review sample facts as needed and check students’ graphic organizers for accurate understanding before moving on.
Students read about the historical development of cattle ranching in Texas, including its Spanish origins, the impact of the Civil War, the growth of markets outside Texas, and the role of squatters. They read Beginning of Texas Ranching (up to the “Cowboy” section) to deepen their understanding of how ranching expanded. Students answer multiple-choice questions about why ranchers sold beef outside Texas, what happened to cattle during the Civil War, and how railroads improved ranching. Next, they read about the importance of cowboys to raising cattle and use The Ways of the Cowboy and Cowboys to distinguish myths from realities of cowboy life. Working in a graphic organizer, they rewrite given myth statements about cowboys into factual statements.
Teacher MovesSupport students in connecting ranching’s Spanish roots, Civil War conditions, and railroad expansion to economic opportunities in cattle. Review responses to the multiple-choice questions to address misconceptions about markets, cattle populations, and transportation. Guide students in identifying myth versus reality in the cowboy readings, prompting them to use evidence as they revise myths into accurate factual statements about cowboy origins, clothing, skills, and working conditions.
Students read an explanation of how harsh winters, overgrazing, expanding railroads, and barbed wire fencing contributed to the end of the open range. They then post a paragraph to a shared class wall explaining which occupation—rancher, cowboy, or investor—they think had the most challenging job, using evidence from the lesson readings. After posting, they review classmates’ responses and reply to at least two with a question or positive comment.
Teacher MovesEmphasize the multiple environmental and human factors that ended the open range, and help students connect these factors to the experiences of ranchers, cowboys, and investors. Encourage students to support their claims with specific evidence and examples. Monitor wall posts and replies, prompting deeper reasoning about job challenges and ensuring respectful, constructive peer feedback.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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