Exploring the Experiences of Minority Cowboys During the Nineteenth Century
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Dispelling the Myths of Stock Laws and Fencing
OVERVIEW OF LIVESTOCK OPEN RANGE AND FENCING LAWS: DISPELLING THE MYTHS OF STOCK LAWS AND FENCING ALEX B. EYSSEN Browning Eyssen & Logan, PC 802 Mulberry Street Abilene, Texas 79601 325-437-3737 FAX: 325-437-1799 www.browningfirm.com State Bar of Texas 5TH ANNUAL JOHN HUFFAKER AGRICULTURAL LAW COURSE May 19-20, 2011 Lubbock CHAPTER 10 ALEX B. EYSSEN BROWNING EYSSEN & LOGAN, PC 802 Mulberry Street Abilene, Texas 79601 325-437-3737 FAX: 325-437-1799 www.browningfirm.com BIOGRAPHICAL INFORMATION EDUCATION B.S. in Biology / Biochemistry, McMurry University, Abilene, Texas J.D., St. Mary’s University School of Law PROFESSIONAL ACTIVITIES Partner, Browning Eyssen & Logan, PC, 2005 - Present Associate, McMahon, Surovik & Suttle, PC, 2003 – 2005 Panel Chair, State Bar of Texas District 14-6 Grievance Panel Director, Abilene Chamber of Commerce Board of Directors Past President, Abilene Bar Association PUBLICATIONS & HONORS Author/Speaker/Course Director, State Bar of Texas 5th Annual John Huffaker Agriculture Law Course, 2011 Author of Texas Young Lawyer Association article “Hold your Horses…” on the topic of stock laws and open range in Texas, 2004 Past Solicitations/Article Editor, St. Mary’s Law Journal, 2001-2002 Outstanding Young Lawyer of the Year, Abilene Bar Association, 2010 Overview Of Livestock Open Range And Fencing Laws: Dispelling The Myths Of Stock Laws And Fencing Chapter 10 TABLE OF CONTENTS I. INTRODUCTION .................................................................................................................................................. -
Chapter 13: Settling the West, 1865-1900
The Birth of Modern America 1865–1900 hy It Matters Following the turmoil of the Civil War and W Reconstruction, the United States began its transformation from a rural nation to an indus- trial, urban nation. This change spurred the growth of cities, the development of big busi- ness, and the rise of new technologies such as the railroads. New social pressures, including increased immigration, unionization move- ments, and the Populist movement in politics, characterized the period as well. Understanding this turbulent time will help you understand similar pressures that exist in your life today. The following resources offer more information about this period in American history. Primary Sources Library See pages 1052–1053 for primary source Coat and goggles worn in a readings to accompany Unit 5. horseless carriage Use the American History Primary Source Document Library CD-ROM to find additional primary sources about the begin- nings of the modern United States. Chicago street scene in 1900 410 “The city is the nerve center of our civilization. It is also the storm center.” —Josiah Strong, 1885 Settling the West 1865–1900 Why It Matters After the Civil War, a dynamic period in American history opened—the settlement of the West. The lives of Western miners, farmers, and ranchers were often filled with great hardships, but the wave of American settlers continued. Railroads hastened this migration. During this period, many Native Americans lost their homelands and their way of life. The Impact Today Developments of this period are still evident today. • Native American reservations still exist in the United States. -
Black Cowboys in the American West: on the Range, on the Stage, Behind the Badge
Civil War Book Review Spring 2017 Article 16 Black Cowboys In The American West: On The Range, On The Stage, Behind The Badge Jennifer Oast Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Oast, Jennifer (2017) "Black Cowboys In The American West: On The Range, On The Stage, Behind The Badge," Civil War Book Review: Vol. 19 : Iss. 2 . DOI: 10.31390/cwbr.19.2.21 Available at: https://digitalcommons.lsu.edu/cwbr/vol19/iss2/16 Oast: Black Cowboys In The American West: On The Range, On The Stage, B Review Oast, Jennifer Spring 2017 Glasrud, Bruce A. and Searles, Michael N. Black Cowboys in the American West: On the Range, On the Stage, Behind the Badge. University of Oklahoma Press, $24.95 ISBN 9780806154060 “Wait a minute. Blacks Helped Pioneer the West.” – Herb Jeffries Herb Jeffries, a Detroit jazz singer, was dismayed the first time he saw black audiences in the South lining up outside segregated theaters to watch all white casts in the popular cowboy films of the 1930s. He was inspired to create films that showed that black cowboys helped win the West, too. His story is one of many found in Bruce A. Glasrud and Michael N. Searles’s broad and fascinating collection of essays on African Americans’ experiences in the American West titled Black Cowboys in the American West: On the Range, On the Stage, Behind the Badge. The editors organize thirteen brief scholarly articles into three categories: “Cowboys on the Range,” “Performing Cowboys,” and “Outriders of the Black Cowboys.” Glasrud introduces the essays; Searles provides a “concluding overview” of many of the issues raised in the essays at the end. -
The End of Open Range Grazing in the Late 1800S and Early 1900S
The End of Open Range Grazing In the late 1800s and early 1900s, cowboys were plentiful. A cowboy’s goal was to look after their herd of cattle on the open range of the United States. The open range allowed a rancher to have low input costs on feed for cattle so they would have higher margins when the cattle were sold. Sooner or later the open range grazing had to come to an end. Three factors that led to the end of open range grazing were the arrival of settlers, overgrazing, and the implementation of the Taylor Grazing Act. The arrival of settlers to the United States had a great impact on the end of open range grazing. In the mid to later 1800s many European and Spanish settlers came to the new world “with the intent of earning a living from farming” (Camp, 2009). Many of the settlers also became cattle ranchers. With so many cattle on the open range from cattle markets being strong, chaos started to occur. Ranchers had to come up with a way to identify their cattle; the solution was brands. The days of long trail rides to transport cattle to market were thriving. The open range was soon flooded with too many cattle and overgrazing started to occur. Overgrazing of the open range became an apparent problem. According to the book U.S. Forest Service Grazing and Rangelands, the open range between “1865 to the 1890s was marked by chaos, violence, and depletion of the ranges through overgrazing” (Rowley, 1985). The cattle ranchers of that time had little experience in conservation the grasslands. -
Overview Section: History a Look Back at the Historical Role of Agriculture in the Rockies by Patrick Creeden
© David Spiegel ‘12 Overview Section: History A Look Back at the Historical Role of Agriculture in the Rockies By Patrick Creeden The Colorado College State of the Rockies Report Card Key Findings: - 46 percent of land in the Rockies was claimed for agriculture during the homesteading period from 1862 - 1976. - Since 1870, the weighted average farm size has increased by 938 percent. - The peak of the Rockies farm population percentage was 35 percent, reached in 1920, today it is 2 percent. - Since 1870 over 145,000 new farms have been added to the Rockies region. Introduction This year’s State of the Rockies Report Card focuses on the many aspects of agriculture that have Each day in the Rockies, farmers and ranchers changed since the initial settlement of the West. Drawing produce agricultural commodities that are traded and sold upon results of the 2007 Census of Agriculture, this across the country and world, in small local farmers markets report sketches the current condition of agriculture and and on global commodity markets. This production takes how it has evolved over the past decade. Though the on a variety of forms from large-scale milk production ever-changing Rockies region is fast urbanizing and the in the nation’s fifth largest dairy in Hatch, New Mexico, economic importance of agriculture has decreased over to small organic farms on Colorado’s Western slope. the decades, the historical, cultural, and environmental Agriculture in this region of the country, spanning across aspects of agriculture are critical in helping maintain mountain valleys and wide open plains, and ranging from the wide open spaces and rural ranches, farms, and organic wool to grain for cattle, has greatly shaped the communities so central to the character of the region. -
American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much. -
PF Vol19 No01.Pdf (12.01Mb)
PRAIRIE FORUM Vol. 19, No.1 Spring 1994 CONTENTS ARTICLES Wintering, the Outsider Adult Male and the Ethnogenesis of the Western Plains Metis John E. Foster 1 The Origins of Winnipeg's Packinghouse Industry: Transitions from Trade to Manufacture Jim Silver 15 Adapting to the Frontier Environment: Mixed and Dryland Farming near PincherCreek, 1895-1914 Warren M. Elofson 31 "We Are Sitting at the Edge of a Volcano": Winnipeg During the On-to-ottawa Trek S.R. Hewitt 51 Decision Making in the Blakeney Years Paul Barker 65 The Western Canadian Quaternary Place System R. Keith Semple 81 REVIEW ESSAY Some Research on the Canadian Ranching Frontier Simon M. Evans 101 REVIEWS DAVIS, Linda W., Weed Seeds oftheGreat Plains: A Handbook forIdentification by Brenda Frick 111 YOUNG, Kay, Wild Seasons: Gathering andCooking Wild Plants oftheGreat Plains by Barbara Cox-Lloyd 113 BARENDREGT, R.W., WILSON,M.C. and JANKUNIS, F.]., eds., Palliser Triangle: A Region in Space andTime by Dave Sauchyn 115 GLASSFORD, Larry A., Reaction andReform: ThePolitics oftheConservative PartyUnder R.B.Bennett, 1927-1938 by Lorne Brown 117 INDEX 123 CONTRIBUTORS 127 PRAIRIEFORUM:Journal of the Canadian Plains Research Center Chief Editor: Alvin Finkel, History, Athabasca Editorial Board: I. Adam, English, Calgary J.W. Brennan, History, Regina P. Chorayshi, Sociology, Winnipeg S.Jackel, Canadian Studies, Alberta M. Kinnear, History, Manitoba W. Last, Earth Sciences, Winnipeg P. McCormack, Provincial Museum, Edmonton J.N. McCrorie, CPRC, Regina A. Mills, Political Science, Winnipeg F. Pannekoek, Alberta Culture and Multiculturalism, Edmonton D. Payment, Parks Canada, Winnipeg T. Robinson, Religious Studies, Lethbridge L. Vandervort, Law, Saskatchewan J. -
The American West C1835-C1895
Ecclesfield School History Department The American West c1835-c1895 History GCSE (9-1) Revision Booklet This topic is tested on Paper 2, with the Elizabeth topic The exam lasts for 1 hour and 45 minutes There are 32 marks for American West (Section A) You should spend 50 minutes on this section Paper 2 1h45: American West and Elizabeth (8th June, PM) Name:________________________ History Teacher: ________________ 1 The American West, c1835-c1895 What do I need to know for this topic? Key Details Red Amber Green topic (Need to (Nearly (Nailed revise a there) it) lot) • Plains Indians: beliefs and way of life (survival, land and war) • The Permanent Indian Frontier (Indian Removal Act 1830) and the Indian Appropriations Act (1851) • Migration: Oregon Trail (1836 onwards), California Gold Rush (1849) • Migration: Donner Party and Mormons (1846-7) • The development and problems of white settlement farming • Reasons for conflict and tension between settlers and Indians – the Fort Laramie 62 Treaty (1851) - The early settlement of the West, of the settlement early The • Problems of lawlessness and attempts to tackle this 1. 1. c1835 • Significance of the Civil War and post-war reconstruction (Homestead Act 1862, Pacific Railroad Act 1862, First Transcontinental Railroad 1869) • Homesteaders’ solutions to problems: new technology, the Timber Culture Act 1873 and spread of the railroad • Continued problems of law and order • The cattle industry (Iliff, McCoy, 76 - Goodnight, the significance of Abilene) • The impact of changes in ranching -
Handout - Excerpt from Life and Adventures of Nat Love Nat Love Was Born Into Slavery in 1854 in Davidson, Tennessee
Handout - Excerpt from Life and Adventures of Nat Love Nat Love was born into slavery in 1854 in Davidson, Tennessee. After the Civil War, he was released from slavery and worked on a family farm before moving to Dodge City, Kansas, to become a cowboy. Love’s time driving cattle made him into a folk legend, and he became known as “Deadwood Dick.” The following excerpt comes from Chapter 6 of Love’s memoir, entitled Life and Adventures of Nat Love. We were compelled to finish our journey home almost on foot, as there were only six horses left to fourteen of us. Our friend and companion who was shot in the fight, we buried on the plains, wrapped in his blanket with stones piled over his grave. After this engagement with the Indians I seemed to lose all sense as to what fear was and thereafter during my whole life on the range I never experienced the least feeling of fear, no matter how trying the ordeal or how desperate my position. The home ranch was located on the Palo Duro river in the western part of the Pan Handle, Texas, which we reached in the latter part of May, it taking us considerably over a month Nat Love to make the return journey home from Dodge City. I remained in the employ of the Duval outfit for three years, making regular trips to Dodge City every season and to many other places in the surrounding states with herds of horses and cattle for market and to be delivered to other ranch owners all over Texas, Wyoming and the Dakotas. -
States' Fence Laws
States’ Fence Statutes: Montana This material is based upon work supported by the National Agricultural Library, Agricultural Research Service, U.S. Department of Agriculture A National Agricultural Law Center Research Publication States’ Fence Statutes: Montana Mont. Code Ann. §§ 7-14-2129 to 2130, 7-23-4101, 23-2-313, 27-1-724, 60-7-101 to - 103, 60-7-201 to -205, 69-14-701 to -722, 70-16-201 to -210, 70-16-305 to -323, 77-1- 809, 81-4-101 to -108, 81-4- 201 to -220, 81-4-301 to -328, 81-4-401 to -410, 81-4-501 to -516, 81-4-601 to -621, 81-5-101 to - 103, 87-4-406 to -419, 87-4-901 to -902, 87-4- 914, 87-4-1001 to -1002. Current through chapters effective April 26, 2021 of the 2021 Session. § 7-14-2129. Control of livestock in emergency area. (1) A person who owns or has custody of livestock may not permit the livestock to run upon the emergency area unless the livestock is under herd in transit across the emergency area in the custody of an attendant. (2) A sheriff or other peace officer may impound livestock running on an emergency area without an attendant and shall notify the rightful owner of such impounded livestock. If the sheriff or peace officer cannot determine the rightful owner, then a state stock inspector of the department of livestock or a deputy state stock inspector of the county may be called to examine the livestock for brands to determine ownership. -
Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5Th Grade
Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5th Grade • When you think of a cowboy, what do you see in your mind? What do they wear? What do they do with their day? • What do you want to be when you grow up? What would you do if someone told you that you are not allowed to do that? • Why did the members of the Pima Tribe let Nat go when they caught him? What does it mean to have respect for another person? • How does the comic make Nat’s experiences come to life? Which pictures show him engaging in an exciting activity? MS • Nat Love was born a slave and, as such, was not allowed to learn to read. Why do you suppose that law existed? • In the second panel of the first page, Nat says “a lot of folks dispute the facts of my life, saying it’s all too incredible to be true.” Are there any parts of this story that you find hard to believe? • Nat Love took the name “Deadwood Dick.” What would your cowboy name be if you could choose it for yourself? • In both the fifth panel of the first page and the second panel of the second page, Nat is shown firing his gun from horseback. How does including two images that are so similar to one another enhance your understanding of the character? HS • The artwork of this comic contains a lot of thick lines and an abundance of deep shading. How does this style inform the tone of the story being told here? • Why do you suppose that people today do not believe, as Nat points out in the comic, that there were any African American cowboys? • Not only was Nat literate, he wrote a book about his life. -
Black Cowboys and Black Masculinty: African American
BLACK COWBOYS AND BLACK MASCULINTY: AFRICAN AMERICAN RANCHERS, RODEO COWBOYS AND TRAILRIDERS A Thesis by MYESHIA CHANEL BABERS Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Chair of Committee, N. Fadeke Castor Committee Members, Tom Green David Donkor Head of Department, Cynthia Werner December 2014 Major Subject: Anthropology Copyright 2014 Myeshia Chanel Babers ABSTRACT In this ethnographic study I use queer theory to consider how black cowboys interact with each other to produce counter or micro-narratives about Black male pathologies and socialization in multiple masculinities. Queer theory provides a model to analyze the social- cultural significance of considering the intersection of race and gender as constructed binaries without focusing on sexuality. The lack of information about Black cowboys from other disciplines creates a peculiar position regarding notions, representations, and understandings about the racially signified cowboys in three ways. First, Black cowboys’ relegation to the past leaves contemporary Black cowboys nearly invisible. Second, dominant narratives about notable Black cowboys are written from a particular historical perspective. This perspective suggests that Black cowboys are a “thing of the past” and extinct figures in American society who were largely absent in the American west except as they proved to possess exceptional “cowboying” abilities. Finally, Black cowboys’ roles and positionality within American history and sport, via rodeo, performs a limited function towards inserting and increasing awareness of alternative representations of (Black) cowboys and their masculinities in the contemporary moment. ii DEDICATION To the Black Cowboys- Ranchers, Rodeo Cowboys, and Trailriders- of Texas And My Family iii ACKNOWLEDGEMENTS I would like to thank my committee chair, Dr.