Grade 4
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 4 days
Grade 04 Social Studies Unit 09 Exemplar Lesson 02: The Cattle Industry and Railroads in Texas
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students explain the growth, development, and impact of the cattle industry and railroads. Students gather information about individuals and
events and then use this information to analyze cowboy poetry.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
4.4
History. The student understands the political, economic, and social changes in Texas during the last half of the
19th century. The student is expected to:
4.4B
Explain the growth, development, and impact of the cattle industry, including contributions made by Charles
Goodnight, Richard King, and Lizzie Johnson.
4.4C
Identify the impact of railroads on life in Texas, including changes to cities and major industries.
4.20
Science, technology, and society. The student understands the impact of science and technology on life in Texas.
The student is expected to:
4.20A Identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their
contributions.
Social Studies Skills TEKS
4.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
4.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software
interviews biographies oral, print, and visual material documents artifacts to acquire information about the
United States and Texas.
4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions.
4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
4.21D Identify different points of view about an issue, topic, historical event, or current event.
4.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Social Studies Unit 09 PI 02
Analyze a poem to explain the impact the cattle industry had on the Texas way of life.
Standard(s): 4.4B , 4.4C , 4.20A , 4.21A , 4.21B , 4.21C , 4.21D , 4.22D
ELPS ELPS.c.5B
Key Understandings
Last Updated 05/09/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 13 Grade 4
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 4 days
Natural resources support the economic development of Texas.
— How did the cattle industry develop and what was the impact on Texas?
— How did railroads impact life in Texas?
Vocabulary of Instruction
agriculture
cattle drive
supply and demand
barbed wire
railroad
economic growth
windmill
ranch
Materials
See Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible
on the public website.
Handout: Cattle Industry Today (1 per pair of students)
Handout: Reading Notes – Cattle and Railroad Industry (1 per student)
Teacher Resource: Reading Notes – Cattle and Railroad Industry KEY
Teacher Resource: PowerPoint: The Cattle and Railroad Industry in Texas
Handout: Matching Review Game (1 set per group)
Handout: Cowboy Myths and Truths (1 per student)
Handout: Cattle Industry Poetry (1 per student)
Resources
The Handbook of Texas Online TSHA: http://www.tshaonline.org/handbook/online
Teaching Texas: http://teachingtexas.org/
Texas Almanac: http://www.texasalmanac.com
Texas Library and Archives – Railroads Come to Texas: https://www.tsl.state.tx.us/exhibits/railroad/beginnings/page1.html
The Blanton Museum of Art – The Texas Cowboy: Myth or Reality: http://www.utexas.edu/cofa/bma/interact/aac/
University of Texas – Corrido de Kiansis: http://www.laits.utexas.edu/jaime/cwp4/ckg/musicayletras.html
Americo Paredes: http://www.lib.utexas.edu/benson/paredes/biography.html
Advance Preparation
1. Teachers will need to become familiar with the content and procedures for this lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Choose appropriate sections in the textbook and other classroom and library resources to support learning about historical eras and
geography.
4. Preview websites according to district guidelines.
5. Prepare attachment(s) as necessary.
Background Information
With the demand for beef in urban areas,Texans realized that there was a market for cattle. Texans took cattle north to be transported by railroad to places like Chicago
and New York where there was a high demand for beef. Technology changed this industry. Barbed wire and the windmill contributed to the end of the long cattle drives.
Railroads were built across Texas making it easier for ranchers to transport cattle. Today, Texas still depends on ranching, and the image of the cowboy is still symbolic
of Texas.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are
one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel
may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab
within the “My Content” area.
Last Updated 05/09/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 13 Grade 4
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 4 days
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – The Cattle Industry in Texas
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
1. Organize students into pairs.
2. Distribute to each group the Handout: Cattle Industry Today (1 per pair of
students). Project it on a screen.
3. Students analyze the graphs and develop an answer to the central question on
the handout: How important is the cattle industry to Texas?
4. Student pairs share responses. Monitor students to clarify and verify information
being discussed and shared.
5. Extend the discussion by asking students questions such as:
What other industries does the cattle business impact?
How does the cattle industry affect your community?
6. After the discussion, explain to students that in this lesson they will examine the
growth, development, and impact of the cattle and railroad industry in Texas and
be able to answer the following guiding questions:
Materials:
computer
internet
projection screen
Attachments:
Handout: Cattle Industry Today (1 per student)
TEKS: 4.4B, 4.4C, 4.20A, 4.21A, 4.21B, 4.21C
Purpose:
The purpose of this section of the lesson is for
students to explain the impact of the cattle
industry in Texas.
How did the cattle industry develop and impact Texas?
How did railroads impact life in Texas?
EXPLORE – The Cattle and Railroad Industry in Texas
Suggested Day 1 – 30 minutes
Suggested Day 2 – 15 minutes
1. Organize students into pairs.
2. Distribute the Handout: Reading Notes: Cattle and Railroad Industry (1 per
student).
3. Students work cooperatively using their textbook, other district adopted resources,
and the following websites to gather information to complete the handout.
Texas Library and Archives – Railroads Come to Texas:
https://www.tsl.state.tx.us/exhibits/railroad/beginnings/page1.html
4. Assist students in accessing the appropriate pages in their textbook or other
resources.
5. Consult Teacher Resource: Reading Notes: Cattle and Railroad Industry KEY
as necessary.
EXPLAIN – The Cattle and Railroad Industry in Texas
Attachments:
Handout: Reading Notes – Cattle and Railroad
Industry (1 per student)
Teacher Resource: Reading Notes – Cattle
and Railroad Industry KEY
TEKS: 4.4B, 4.4C, 4.20A, 4.21A, 4.21B, 4.21C, 4.22D
Purpose:
The purpose of this section of the lesson is for
students to explain the growth, development and
impact of the cattle and railroad industry in
Texas.
Suggested Day 2 (continued) – 20 minutes
1. Present the Teacher Resource: PowerPoint: The Cattle and Railroad Industry Attachments:
in Texas.
Teacher Resource: PowerPoint: The Cattle
2. Students add to their notes using the Handout: Reading Notes – Cattle and
and Railroad Industry in Texas.
Railroad Industry.
Handout: Reading Notes: Cattle and Railroad
Industry (1 per student) (began completing in
the previous activity)
TEKS: 4.4C, 4.8A, 4.9B
Purpose:
The purposed of this section of the lessons is for
students to verify and add to their original
research on the impact of the cattle and railroad
industries on Texas.
ELABORATE – Cattle and Railroad Matching Game
Suggested Day 2 (continued) – 15 minutes
1. Organize students into pairs.
Attachment:
Last Updated 05/09/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 13 Grade 4
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 4 days
2. Prepare the Handout: Matching Review Game (1 per pair) by cutting the
squares into a set, mixing them, and providing a set to each pair of students.
3. Students organize the squares by matching each term with its appropriate
description.
Handout: Matching Review Game (1 set per
group)
TEKS: 4.4B, 4.4C, 4.20A, 4.21A, 4.21B, 4.21C, 4.22D
Purpose:
The purpose of this section of the lesson is for
students to check their understanding regarding
the growth, development, and impact of the cattle
and railroad industry on Texas.
Instructional Note:
The teacher may need to model/demonstrate how
the first two rectangles “fit together” so that
students do not get frustrated when beginning
this activity. In addition, the teacher may need to
show how some words on the rectangles are
“distractors.”
ELABORATE – The Cattle Industry in Texas
Suggested Day 3 continued – 50 minutes
1. Organize students into pairs or triads and distribute the Handout: Cowboy Myths
and Truths (1 per group).
Materials:
computer
Internet
The Blanton Museum of Art – The Texas Cowboy:
Myth or Reality:
http://www.utexas.edu/cofa/bma/interact/aac/
2. Students will go to the website below:
The Blanton Museum of Art – The Texas Cowboy: Myth or Reality:
http://www.utexas.edu/cofa/bma/interact/aac/
3. Students work together to navigate the following links while recording their group
responses on the Handout: Cowboy Myths and Truths (1 per student).
Cowboy “Myths and Truths" game
A Closer Look – analyzing two cowboy paintings
Respond and Create – response to a cowboy ballad
Attachments:
Handout: Cowboy Myths and Truths (1 per
group)
TEKS: 4.4B, 4.21B, 4.22D
Purpose:
The purpose of this section of the lesson is for
students to explain the impact of the cattle
industry in Texas and the myths/truths associated
with cowboy life.
EVALUATE – The Cattle and Railroad Industry in Texas
Grade 04 Social Studies Unit 09 PI 02
Analyze a poem to explain the impact the cattle industry had on the Texas
way of life.
Standard(s): 4.4B , 4.4C , 4.20A , 4.21A , 4.21B , 4.21C , 4.21D
, 4.22D
ELPS ELPS.c.5B
1. Analyze a poem to explain the impact cattle industry had on the
Texas way of life.
2. Teachers: If you have selected a specific poem for students to
analyze, ask them to analyze it using the attachment Handout:
Cattle Industry Poetry. If you do not have a poem selected,
students may choose and analyze a poem found at one of the
websites below.
University of Texas – Corrido de Kiansis:
http://www.laits.utexas.edu/jaime/cwp4/ckg/musicayletras.html
Americo Paredes:
http://www.lib.utexas.edu/benson/paredes/biography.html
Suggested Day 4 – 50 minutes
Materials:
University of Texas – Corrido de Kiansis:
http://www.laits.utexas.edu/jaime/cwp4/ckg/musicayletras.html
Americo Paredes:
http://www.lib.utexas.edu/benson/paredes/biography.html
Attachments:
Handout: Cattle Industry Poetry (1 per student)
Teacher Resource: Rubric - Cattle Industry Poetry
TEKS: 4.4B, 4.4C; 4.20A; 4.21A, 4.21B, 4.21C, 4.21D; 4.22D
Purpose:
The purpose of this section of the lesson is for students to explain
the growth, development and impact of the cattle and railroad
industry in Texas.
3. Students cut and paste their selected poem into the left side of
Handout: Cattle Industry Poetry and analyze it using the
questions on the right.
Last Updated 05/09/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 13 Grade 4
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 4 days
Last Updated 05/09/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 13 Grade 4
Social Studies
Unit: 09 Lesson: 02
Cattle Industry Today
How important is the cattle industry in Texas?
Why do you believe this?
Figure 1 Sharp, J. (Artist). (1996). Gross income from cattle and calves in texas. [Web Graphic]. Retrieved from
http://www.window.state.tx.us/comptrol/reports/beef/txcattle.html
Figure 2 Sharp, J. (Photographer). (1996). Texas agricultural cash receipts by commodity 1994. [Web Graphic]. Retrieved from
http://www.window.state.tx.us/comptrol/reports/beef/txcattle.html
Picture 3: Merkel, R. (Photographer). (2006). Description. [Web Photo]. Retrieved from
http://commons.wikimedia.org/wiki/File:Hereford_bull_large.jpg
By User Robert Merkel on en.wikipedia (US Department of Agriculture) [Public domain], via Wikimedia Commons
©2012, TESCCC
05/09/13
page 1 of 1
Grade 4
Social Studies
Unit: 09 Lesson: 02
Reading Notes: Cattle and Railroad Industry
Students will answer the following questions using their textbook or other district adopted resources. Each answer must use
at least one of the following vocabulary terms and all terms must be used:
 Agriculture
 Cities
 Ranch
 Vaquero
 Barbwire
 Cowboy
 Settlers
 Windmill
 Cattle drive
 Lumber
 Supply & demand
 Woman
How did the cattle industry begin in Texas?
Why did the cattle industry grow in Texas after the
Civil War?
How did Texans get their cattle to market? Name
at least two states that were markets for Texas
cattle
Name a contribution made by Charles Goodnight.
Name a contribution made by Richard King.
Name a contribution made by Lizzie Johnson.
Source: http://www.bbc.co.uk
©2012, TESCCC
10/05/12
page 1 of 2
Grade 4
Social Studies
Unit: 09 Lesson: 02
Reading Notes: Cattle and Railroad Industry
Draw and label two pictures of examples of
technology that were developed because of the
cattle industry.
What led to the end of the cattle industry?
Name at least two industries that have been
impacted by the railroad.
Based on the map, name at least one impact
railroads had on Texas.
©2012, TESCCC
10/05/12
page 2 of 2
Grade 4
Social Studies
Unit: 09 Lesson: 02
Reading Notes: Cattle and Railroad Industry – KEY
Students will answer the questions using their textbook or other resources. Each answer must use at least one of the
following vocabulary terms and all terms must be used. Agriculture, barbwire, cattle drive, cities, cowboy, lumber,
ranch, settlers, supply and demand, vaquero, windmill, woman
 Agriculture
 Cities
 Ranch
 Vaquero
 Barbwire
 Cowboy
 Settlers
 Windmill
 Cattle drive
 Lumber
 Supply & demand
 Woman
Why did the cattle industry grow in Texas after
the Civil War?
How did the cattle industry begin in Texas?
The Spanish brought cattle to Texas, and the
Vaquero took care of them on ranches
There was a demand for beef and Texas had a
large supply of cattle.
How did Texans get their cattle to market? Name at
least two states that had railroads that get cattle to
market.
Texans got their cattle to market by cattle drives.
Two states were Kansas, Wyoming, Nebraska, and
Missouri.
Name a contribution made by Charles
Goodnight.
Charles Goodnight was a cowboy who blazed
the Goodnight Loving cattle trail. The trail
extended from Texas to Wyoming.
Name a contribution made by Richard King.
Richard King was the founder of the largest
ranch in Texas called the King Ranch.
Source: http://www.bbc.co.uk
Name a contribution made by Lizzie Johnson.
Lizzie Johnson was the first woman in Texas to
ride the Chisholm Trail and own a ranch.
©2012, TESCCC
10/05/12
page 1 of 2
Grade 4
Social Studies
Unit: 09 Lesson: 02
Draw and label two pictures of two examples of
technology that were developed because of the
cattle industry.
What led to the end of the cattle industry?
Settlers moved to Texas and fenced in open
range.
Barbwire is a twisted wire with sharp points that
fenced in cattle.
Windmills pumped water from the ground. Cattle did
not have to be taken to a water source.
Name at least two industries that have been
impacted by the railroad.
Railroad transferred agriculture products and
lumber to other parts of the United States.
Based on the map, name at least one impact
railroads had on Texas.
The railroad caused the growth of cities.
©2012, TESCCC
10/05/12
page 2 of 2
Grade 4
Social Studies
Unit: 09 Lesson: 02
Matching Review Game
Vaquero
Transporting cattle
to market
Demand
10/05/12
Desire to eat beef
Branding
Chisholm Trail
Lizzie Johnson
Windmills
Spanish Cowboy
Cattle Drives
Chicago
©2012, TESCCC
Supply
Impacted by
Railroad
Chaps
Agriculture
Famous Texas Cowboy
Railroads in Texas
Rodeo
Female Rancher
Thousands of wild
cattle in South
Texas
Increase settlements
Growth of Towns
Joseph Glidden
Charles Goodnight
Kansas
Closed the Frontier
Rio Grande River
Barbwire
Richard King
Stampede
Largest ranch in
the world
Meat Packing Plants
Allowed more agriculture
in West Texas
Daniel Webster
“80 John” Wallace
$40 a Head
Round Ups
page 1 of 1
Group Member Names:
Grade 4
Social Studies
Unit: 09 Lesson: 02
The Blanton Museum of Art: Activity Chart
http://w w w .utexas.edu/cofa/bma/interact/aac/
Cowboy Myth or Truth
Question #
Myth
Truth
Did you get the
answer correct?
1
2
3
4
5
6
7
8
A Closer Look
Painting
#1
#2
Questions
Answers
 How would you describe the
feelings suggested by this
painting?
 Is this an accurate portrayal of
everyday cowboy life? Why or why
not?
 In your opinion, what does the artist
think of cowboys? What visual
details in the work make you think
that?
 Is this showing a cowboy in a
romanticized way? Why or why
not?
Ballad of “Little Joe, The Wrangler”
Listen to the ballad of “Little Joe, The Wrangler” and follow along with the words on the screen.
Questions:
1.
What is the ballad about?
2.
Why is the ballad sad at the
end?
Do you think things like this
really happened on cattle
drives?
3.
Answers:
What did you learn from this website? List 3 things.
1.
2.
3.
©2012, TESCCC
10/21/12
page 1 of 1
Grade 4
Social Studies
Unit: 09 Lesson: 02
Cattle Industry Poetry
The student will read the poem and analyze the poem by answering the questions to the right.
Poem__________________________________
1. What does this poem tell you about the
cattle industry?
2. What does this poem tell you about cowboy
life?
3. What is the relationship between the cattle
industry and Texas history?
4. Would you want to be a part of the cattle
industry? Why or why not?
©2012, TESCCC
05/02/13
page 1 of 1