Students learn about the growth of the cattle industry following the Civil War. They identify some of the difficulties involved in cattle drives, and then they examine the growth of cow towns. Finally, they reflect on how the cattle industry contributed to westward expansion.
Students read an introduction about westward expansion and how people made their livings on the western frontier. They examine an image of William “Buffalo Bill” Cody and build a word cloud by posting words or short phrases that come to mind when they hear the terms cowboy and Wild West. They then read a short explanation of how Buffalo Bill’s traveling Wild West show helped create and spread a romanticized myth of cowboys and the frontier.
Teacher MovesUse the overview to introduce the experience and review the objectives. If desired, direct students to the Student Pack links about William Cody and historical views of land ownership to prompt discussion about how differing ideas about land (European/American settler vs. American Indian) shaped the West and the cowboy myth.
Students read background text on the rise, boom, and transformation of the ranching industry, then create a timeline graphic organizer showing the major developments in the rise and fall of ranching, focusing on relative sequence rather than exact dates. Next, they read about the growth of family farming on the Great Plains, including mechanization, overproduction, falling prices, and environmental impacts, and they read the section “Farmers in an industrial age” from Westward expansion: economic development to deepen their understanding of Gilded Age agriculture. Students answer multiple-choice questions comparing Gilded Age family farms to southern plantations and identifying economic problems facing farmers. They then read about western mining booms, including the range of minerals extracted, the role of railroads, industrial uses of resources, and environmental damage. Finally, they complete a second graphic organizer summarizing how ranching, farming, and mining each contributed to the economic development of the United States.
Teacher MovesUse the sample ranching timeline events to guide feedback on student timelines and to highlight key turning points such as the introduction of cattle, land grants, post–Civil War demand, relocation of American Indians, railroad expansion, and barbed wire. After students answer the farming questions, briefly explain how twentieth-century agriculture shifted toward fewer, larger, highly mechanized farms capable of feeding a large population. Use student responses in the organizer comparing ranching, farming, and mining to reinforce how each activity shaped regional economies and to clarify any misunderstandings.
Students examine images and explanatory text about barbed wire and windmills to learn how these inventions ended the open range, changed land use, and made ranching in dry areas possible. They then choose one innovation—refrigerated boxcars, McCormick reaper, steel plow, tractor, or canned food—conduct brief research, and post an explanation to a shared class wall describing the invention or innovation and how it affected economic activity in the western United States. After posting, they read classmates’ explanations and respond to at least two with a question or positive comment.
Teacher MovesUse the barbed wire and windmill examples to emphasize how specific technologies reshaped ranching, land ownership, and access to water. Refer to the sample answers for the listed innovations to check student posts for accuracy and completeness, and to prompt students to consider both positive economic effects and unintended consequences such as overproduction or environmental change. Encourage constructive peer feedback on the discussion wall.
Using an outline map of the United States, students create a thematic map that shows major economic activities at the end of the nineteenth century, marking regions of industry, agriculture, ranching, and mining across the country.
Teacher MovesReview student maps, looking for inclusion of industry along the northern Atlantic seaboard and Great Lakes, agriculture in the Southeast and Midwest Plains, ranching in the Southwest, and mining across the western states including California. Ask students to share observations and patterns they notice about how geography, resources, and technology shaped these economic regions.
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.
©2026 Exploros. All rights reserved.