Vaquero Activity Page
Spurs for José follows the adventures of a young Indian vaquero, José Rodriquez, as the Mexican- American War erupts, gold is discovered at Sutter’s Mill, and California becomes the thirty-first state of the United States. Based on true events, the book fulfills the California Core/Content Standards for History-Social Science and providessupplemental reading for fourth, fifth and eighth grades.
Spurs for José follows the adventures of a young Indian vaquero, José Rodriquez, as the Mexican- American War erupts, gold is discovered at Sutter’s Mill, and California becomes the thirty-first state of the United States. Based on true events, the book fulfills the California Core/Content Standards for History-Social Science and providessupplemental reading for fourth, fifth and eighth grades.
Fourth Grade-California a Changing State
4.2.5 Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
Fifth Grade-United States History and Geography: Making a New Nation
5.8.6 Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War of Independence and the Mexican-American War.
Eighth Grade-United States History and Geography: Growth and Conflict
8.5.2 Know the changing boundaries of the United States and describe
the relationships the country had with its neighbors (current Mexico and Canada)
and Europe, including the influence of the Monroe Doctrine, and how those
relationships influenced westward expansion and the Mexican-American
War.
8.8.5 Discuss Mexican settlements and their location, cultural traditions, attitudes toward slavery, land-grant system and
economies.
*Story Questions*
Who were the vaqueros?
Why was their job important?
Where did Tomas learn to be a vaquero?
Why did Tomas leave the mission to work on the rancho?
What was the main industry in Alta California in 1846?
What was the principal language spoken during the rancho
period in Alta California?
What was daily life like on a rancho?
Why would an Alta California ranchero help Colonel Fremont?
How did life on the rancho change when gold was
discovered in California?
*Activity 1- Design A Brand.
Materials needed- paper and pencil.
The main industry of California’s rancho period was the hide and tallow trade. The valuable cowhides were called “California Banknotes.” With hundreds of ranchos and no fences, thousands of cattle freely roamed and a brand was needed to determine ownership.Today, we still brand cattle to establish ownership and register the brand just as they did during the days of the ranchos.
Have the children imagine they own a huge ranch like Rancho Grande in Spurs for José, name it, and then design their brand by combining or using individual letters,
numbers, or symbols. Perhaps they could use their own initials. A simple,
easy-to-read design is best. After the children design their brand, have them
share their ranch’s name and why they chose their brand.
For more information about vaqueros and brand design
click:
Sutter’s Fort
*Activity 2- Visual and Performing Arts/Creative Expression
Write and perform a Reader’s Theater Script
Divide the class into groups and have students choose a chapter from Spurs of José, and then write a reader’s theater script to be performed in class.
For tips on creating a reader’s theater script go to:
AaronShepard.com
4.2.5 Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
Fifth Grade-United States History and Geography: Making a New Nation
5.8.6 Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War of Independence and the Mexican-American War.
Eighth Grade-United States History and Geography: Growth and Conflict
8.5.2 Know the changing boundaries of the United States and describe
the relationships the country had with its neighbors (current Mexico and Canada)
and Europe, including the influence of the Monroe Doctrine, and how those
relationships influenced westward expansion and the Mexican-American
War.
8.8.5 Discuss Mexican settlements and their location, cultural traditions, attitudes toward slavery, land-grant system and
economies.
*Story Questions*
Who were the vaqueros?
Why was their job important?
Where did Tomas learn to be a vaquero?
Why did Tomas leave the mission to work on the rancho?
What was the main industry in Alta California in 1846?
What was the principal language spoken during the rancho
period in Alta California?
What was daily life like on a rancho?
Why would an Alta California ranchero help Colonel Fremont?
How did life on the rancho change when gold was
discovered in California?
*Activity 1- Design A Brand.
Materials needed- paper and pencil.
The main industry of California’s rancho period was the hide and tallow trade. The valuable cowhides were called “California Banknotes.” With hundreds of ranchos and no fences, thousands of cattle freely roamed and a brand was needed to determine ownership.Today, we still brand cattle to establish ownership and register the brand just as they did during the days of the ranchos.
Have the children imagine they own a huge ranch like Rancho Grande in Spurs for José, name it, and then design their brand by combining or using individual letters,
numbers, or symbols. Perhaps they could use their own initials. A simple,
easy-to-read design is best. After the children design their brand, have them
share their ranch’s name and why they chose their brand.
For more information about vaqueros and brand design
click:
Sutter’s Fort
*Activity 2- Visual and Performing Arts/Creative Expression
Write and perform a Reader’s Theater Script
Divide the class into groups and have students choose a chapter from Spurs of José, and then write a reader’s theater script to be performed in class.
For tips on creating a reader’s theater script go to:
AaronShepard.com
