Skip to main content
Natural Inquirer - Homepage

Free Science Materials for K-12 Students

  • Bookmarks
  • Cart0
  • Account
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.
Natural Inquirer - Homepage
  • About
    • About Natural Inquirer
    • Team
    • Partners
    • Press & Past Events
    • Contact Us
  • Resources
    • View All Resources
    • Grade Levels
      • PreK - 2nd Grade
      • Upper Elementary
      • Middle School
      • High School
      • All Grade Levels
    • Resource Types
      • Articles
      • Activities
      • Collector Cards
      • Coloring Pages
      • Videos
      • Lesson Plans
      • Scientists & Collaborators
      • Spotlights
      • Virtual Learning Adventures
      • All Types
    • Resource Topics
      • Wilderness
      • Wildlife
      • Water
      • Active Forest Management
      • Social Science
      • Fire
      • Agriculture
      • Recreation
      • Carbon
      • Insects
      • All Topics
    • Special Collections
      • Artemis Moon Trees
      • Experimental Forests & Ranges
      • Project Learning Tree Connections
      • Globe Connections
      • Designing Your Own Study
      • Smokey Bear
      • Spanish Editions
      • Woodsy Owl
      • World's Forests
      • All Special Collections
  • Order Materials
    • View All Products
    • Journals & Monographs
    • Readers
    • Collector Card Packs
    • Coloring Books
  • Educators
    • For Educators
      • Note to Educators
      • Educator Blog
      • Educator Newsletter
    • Classroom Ready Resources
      • Lesson Plans
      • Activities
      • Learning Modules
      • GLOBE Connections
      • Project Learning Tree
    • Get Involved
      • Volunteer Your Classroom
  • Virtual Learning Adventures
  • Bookmarks
  • Cart
  • Account
  • About
    • About Natural Inquirer
    • Team
    • Partners
    • Press & Past Events
    • Contact
  • Resources
        • View All Resources
        • By Grade
          • PreK - 2nd
          • Upper Elementary
          • Middle School
          • High School
        • By Type
          • Articles
          • Activities
          • Collector Cards
          • Coloring Pages
          • Videos
          • Lesson Plans
          • Learning Modules
          • Journals
          • Monographs
          • Readers
          • Scientists & Collaborators
          • Spotlights
          • Virtual Learning Adventures
          • All Types
        • By Topic
          • Agriculture
          • Active Forest Management
          • Carbon
          • Fire
          • Insects
          • Recreation
          • Social Science
          • Water
          • Wilderness
          • Wildlife
          • All Topics
        • Special Collections
          • Artemis Moon Trees
          • Experimental Forests and Ranges
          • GLOBE Connections
          • Project Learning Tree Connections
          • Designing Your Own Study
          • Smokey Bear
          • Spanish Editions
          • Woodsy Owl
          • World's Forests
          • All Special Collections
  • Order Materials
        • Download all resources - FREE!

          *Due to recent government funding changes, we currently are only able to process bulk orders of 20 or more. We hope that we will be able to resolve this issue in the near future. In the meantime, please feel free to download our resources and explore the website for many great lesson plans and activities.

          View All Products
        • Journals & Monographs

          Journals focus on a group of related articles, while monographs focus on one research article.

          Journals & Monographs
        • Collector Cards

          Learn about possible career opportunities in science!

          View All Card Packs
        • Readers

          For a PreK-2nd grade audience, each Reader focuses on one Forest Service scientist and their research.

          View All Readers
        • Coloring and Activity Books

          Learn more about science through our coloring and outdoor activity books!

          View All Coloring and Activity Books
  • Educators
        • Overview
          • Educator Guide
        • Classroom Ready Resources
          • Learning Modules
          • Lesson Plans
          • Explore All
        • Order Materials
          • View All Free Products
          • Contact Us
        • For Educators
          • Educator Blog
          • Educator Newsletter
          • Project Learning Tree
        • Get Involved
          • Volunteer Your Classroom
  • Virtual Learning Adventures

Breadcrumb

  • Home
  • Resources
  • The Lands of Time: Understanding Land Grants in New Mexico
Bookmark
Please login to bookmark Close

Please login to bookmark


Lost your password?

No account yet? Register

The Lands of Time: Understanding Land Grants in New Mexico

  • Article
  • Upper Elementary
  • 1 Classroom Period
  • Agriculture
  • Social Science
  • Wilderness
  • Conflict Resolution
  • Culture
  • History
  • Land Grant
  • Policy
  • Ranching
  • Rangeland
PDF preview of the Lands of Time cover.
SHARE
  • Copy Link
  • Facebook
  • X (Twitter)
  • Pinterest
  • Email
  • Google Classroom

National forests and national grasslands are managed for all United States citizens. Parts of these forests and grasslands, however, may be leased to individuals and

Read more +

companies. Some individuals and companies lease public land to graze sheep and cattle. The scientists in this study wanted to understand the Forest Service’s position about the land grants. They were also interested in understanding the Hispanic descendants who want to regain their ancestors’ land grants.

Read less -

The Lands of Time: Understanding Land Grants in New Mexico

Jump To

  • Meet the Scientists!
  • Thinking About Science
  • Thinking About the Environment
  • What is the Treaty of Guadalupe Hidalgo?
  • Introduction
  • Methods
  • Findings
  • Discussion

Meet the Scientists!

Carol Raish

Anthropologist | Social Scientist

Some of my favorite science experiences are listening to older people talk about the way things were in the past when they were young. I also love to travel to... Read Full Bio

Alice McSweeney

Social science analyst

My favorite science experience is talking with ranchers to learn how they teach their children about the land and animals. I also love working on my family’s guest ranch in... Read Full Bio

What Kind of Scientist Did This Research?

  • Anthropologist (an(t) thrə pä lə jist): This scientist studies societies and cultures.
  • Social science analyst: This scientist assists social scientists as they study the values, opinions, beliefs, attitudes, and actions of individuals and groups of people.
  • Social scientist: This scientist studies the values, opinions, beliefs, attitudes, and actions of individuals and groups of people.

Thinking About Science

Social scientists study people. Anthropology (an(t) thrə pä lə jē) is one of the social sciences. Anthropology is the study of people in societies and cultures. Societies and cultures include particular groups of people. Societies and cultures can include groups of people who lived during a certain time and in a certain place. Societies and cultures can also include groups of people who make, for example, a particular type of art or music. Any group can have its own culture. Your school, for example, might have its own culture, different from other schools. Do you think a city school’s culture is different from a rural school’s culture in the United States? How might these cultures be different? How might they be similar?


Thinking About the Environment

Native peoples lived in Mexico until the Spanish invaded in the 16th century. Mexico won its independence from Spain in 1810. Mexico once contained almost twice as much land as it does today (figure 1). New Mexico, now a state in the United States, was once a part of Mexico.

A map showing the U.S. and Mexico with the Texas annexation highlighted
Figure 1. Before 1845, Mexico included what became the Republic of Texas.
The Republic of Texas became a part of the United States in 1845. Between
1845 and 1848, Mexico was made up of current-day Mexico, plus California,
Nevada, Utah, Arizona, and parts of Colorado and New Mexico.

New Mexicans who lived in northern New Mexico during this time owned two types of land. Individual families owned a small piece of land for their house and a garden. Other large areas of land were shared by the community. The lands were granted to individuals and communities by the Spanish and Mexican governments. This ownership system was called land grants.

When the United States government gained Mexico’s northern territory in 1848, it promised to respect the New Mexicans’ land grants. These New Mexicans became United States citizens in 1848 following the MexicanAmerican war. In this article, these citizens will be called Hispanic ranchers to reflect their ethnic background and how they used land.

To keep their land grants, the Hispanic ranchers had to apply to the United States government. Most of the Hispanic ranchers were not awarded their land grants. One reason was that the Hispanic ranchers did not speak English. Because they did not speak English, they did not have the information to correctly apply for the land grants. Many were also cheated out of their land by dishonest lawyers they hired to help them. Much of the land lost by these Hispanic ranchers became national forests (figures 2, 3, and 4). In this article, you will learn about the descendants of these ranchers. You will learn how some of these descendants are trying to regain the land grants owned by their ancestors.

A map of the U.S. highlighting New Mexico
Figure 2. The Carson and Santa Fe National Forests in northern New Mexico.
Carson National Forest there are mountains in the backgroung and a field of trees in the foreground

Figure 3. The Carson National Forest. Photo courtesy of the U.S.Forest Service.

Santa Fe National Forest there are rolling hills and lots of trees

Figure 4. The Santa Fe National Forest. Photo courtesy of the U.S.Forest Service.

What is the Treaty of Guadalupe Hidalgo?

The Treaty of Guadalupe Hidalgo is the treaty that ended the MexicanAmerican War. This war was fought between the United States and Mexico between 1846 and 1848. The United States gained land from the treaty that ended the war. The United States gained California and a large area containing what is now Arizona, New Mexico, Nevada, Utah, and parts of Wyoming and Colorado (figure 5a).

 

A U.S. map showing the area that was part of the Mexican Cession.
Figure 5a. The states of the United States that were gained following the Mexican American War. During this time, these states were still one territory. In 1912, New Mexico became the 47th state in the United States. You can do research to discover when the other states gained statehood.

 

In the treaty, the Rio Grande was established as the border between Texas and Mexico (figure 5b). The United States promised to honor the land grants as a part of the treaty. These land grants had been granted to Hispanic ranchers by the Spanish and Mexican governments.

 

A map of the U.S. showing the rio grande
Figure 5b. The Rio Grande forms the border between Texas and Mexico.

 


Introduction

National forests and national grasslands are managed for all United States citizens. Parts of these forests and grasslands, however, may be leased to individuals and companies. Some individuals and companies lease public land to graze sheep and cattle (figure 6).

Cattle roaming in a field
Figure 6. Public lands are often used by individuals and companies to graze sheep and cattle. Photo courtesy of Gila National Forest.

They may also lease public land for other purposes, such as to mine for minerals. In New Mexico, these lands were once shared by the Hispanic community in a system of land grants. Today, some Hispanic people in New Mexico feel they have a right to regain some land. They feel this way because they believe the land grants were unfairly taken from their ancestors. Many Hispanic ranchers feel a connection to the lands once owned by their ancestors.

The scientists in this study wanted to understand the Forest Service’s position about the land grants. They were also interested in understanding the Hispanic descendants who want to regain their ancestors’ land grants. The scientists wondered if there was a way to resolve the conflict between the Hispanic ranchers and the Forest Service’s land grant policy.

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Number Crunch

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Methods

The scientists talked to 300 Hispanic ranchers who lease national forest land to graze cattle and sheep (figure 7). These ranchers lease land that their families once owned through land grants. To lease this land, these ranchers pay the Forest Service a fee every year. The scientists asked the ranchers questions about the historic land grants, current land use, and the leases. The scientists entered the answers into a computer. The scientists read the answers and comments and placed them into categories.

 

A federal worker and farmer having a discussion in a field
Figure 7. A federal worker talks with a farmer. Photo courtesy of the Natural Resources Conservation Service.

 

The scientists also talked with 10 people who work with the Forest Service. The scientists wanted to know if the Forest Service workers had suggestions that might resolve the conflict.

 

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Findings

Some of the Hispanic ranchers said that the past should be left in the past. Most of the ranchers, however, felt anger. They felt anger because the land grants were not being honored by the United States government. Some of them said that by having to lease public land, they struggle to make a living. Others did not want to talk to the scientists about the land grant issue.

Some of the Hispanic ranchers said the United States government was trying to settle some of the land grants. Others said that there may not be a way to resolve the injustices of the past. Many people wished the United States government would admit its role in these injustices. Most of the Hispanic ranchers felt their ancestors had been wronged by the United States government.

The Forest Service workers told the scientists that they have no choice but to defend the United States government’s ownership of public lands. The official viewpoint of the government is that the land grants were properly managed following the Mexican-American war. Forest Service workers had different opinions on whether this was true. Forest Service workers suggested some actions to help resolve the land grant issue:

  • Teach Forest Service workers about Hispanic ranchers’ history, culture, and way of life.
  • Include Hispanic ranchers on committees that plan future use of public lands.
  • Develop agreements with Hispanic ranchers about collecting firewood from public lands.
  • Develop agreements with Hispanic ranchers about their access to and use of public lands.
  • Appoint one Forest Service worker to work directly with Hispanic ranchers.
  • Build trust between Hispanic ranchers and Forest Service workers by improving communication.

Forest Service workers did not agree with each other about the land grant issue. All agreed, however, that the issue can only be resolved by the United States Congress. Congress is the body that makes United States laws. Only a new law can change the way Forest Service workers manage the national forests in New Mexico.

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Discussion

In the 1960s, Hispanic ranchers began to protest the loss of their ancestors’ land grants. Now, in the early 21st century, the question of land grants has not yet been resolved. If the United States Congress considers the question of land grants in northern New Mexico, the issue may finally be resolved. Until then, the Forest Service will continue to manage the lands as national forests for all United States citizens.

 

 

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Adapted from Raish, C.; McSweeney, A.M. 2008. Land grants and the Forest Service. Natural Resources Journal. 48(4):1039-1055. http://www.fs.fed.us/rm/pubs_other/rmrs_2008_raish_c002.pdf.

Part Of

Animals and Ecosystems of the Southwestern United States Investi-gator (Rocky Mountain Research Station) - Vol. 3 No. 1

Explore Full Journal
SHARE
  • Copy Link
  • Facebook
  • X (Twitter)
  • Pinterest
  • Email
  • Google Classroom
Read Distraction Free Download PDF
  • The question you will answer in this FACTivity is: How is the current situation in the southern African nation of Botswana similar to and different from the historic land grant...

    FACTivity – The Lands of Time

    • Activity
    • Upper Elementary
    • 1 Classroom Period
    • Agriculture
    • Engineering and Forest Products
    • Social Science
    • Compare and Contrast
    • Culture
    • Mining
    • Ranching
    The question you will answer in this FACTivity is: How is the current situation in the southern African nation of Botswana similar to and different from the historic land grant...
    • Explore Activity
    • Download FACTivity (PDF)
    • Explore Activity
    • Download FACTivity (PDF)

    Part Of

    The Lands of Time: Understanding Land Grants in New Mexico

Download PDF

Glossary

View All Glossary
  • ancestor

    (an se stür): An early kind of animal from which later kinds have developed.

  • descendant

    (di sen dənt): Coming from an ancestor or source.

  • grassland

    (gras land): Land covered with herbs (like grasses and clover) rather than shrubs and trees.

  • injustice

    (in jə stəs): An unjust or unfair act.

  • lease

    (lēs): Land that someone can use for a set period of time, that usually comes at some cost.

  • national forest

    (na sh(ə) nəl fȯr əst): A usually forested area of considerable extent that is preserved by government decree from private exploitation and is harvested only under supervision; managed by the USDA Forest Service in the United States.

  • native

    (nā tiv): Living or growing naturally in a particular region.

  • official

    (ō fi shəl): Approved by those with authority.

  • policy

    (pä lə sē): A course of action chosen in order to guide people in making decisions.

  • public land

    (pǝ blik land): Land owned by a government.

  • regain

    (re gān): To get back.

  • resolve

    (ri zälv): To find an answer or solution.

  • rural

    (rûr әl): Of or relating to the country, country people or life, or agriculture.

  • scarce

    (skers): Lacking in quantity or number; not plentiful.

  • Photo of Carol Raish standing next to a small tree in a large pot.

    Carol Raish

    Anthropologist | Social Scientist

    Some of my favorite science experiences are listening to older people talk about the way things were in the past when they were young. I also love to travel to...
    View Profile
  • Photo of Alice McSweeny standing in front of a tree.

    Alice McSweeney

    Social science analyst

    My favorite science experience is talking with ranchers to learn how they teach their children about the land and animals. I also love working on my family’s guest ranch in...
    View Profile

Jump To

  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files
  • Project Learning Tree

Standards addressed in this Article:

Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • Civic Ideals and Practices
  • Culture
  • Global Connections
  • Individuals, Groups, and Institutions
  • People, Places, and Environments
  • Power, Authority, and Governance
  • Time, Continuity, and Change

About Investi-gator

The Investi-gator is another member of the Natural Inquirer family. The Natural Inquirer, for middle school students, and the Investi-gator, for upper elementary students, present science the way scientists most often share their research with each other. That process is the written scientific paper. Each Investi-gator article presents research conducted by Forest Service scientists and their cooperators. All the research in the Investi-gator is concerned with nature or with society’s relationship to nature.

  • Meet the Scientist

    An introduction to the scientist or scientists who conducted the research.

  • Thinking About Science

    A short introduction to something about the scientific process that is related to the research being presented.

  • Thinking About the Environment

    A short introduction to something about the natural environment that is related to the research being presented.

  • Introduction

    The part of the written scientific paper that introduces the scientific problem or question the scientists wants to solve or answer.

  • Method

    The part of the written scientific paper that describes how the scientists collected and analyzed their data or information.

  • Findings

    The part of the written scientific paper that describes what the scientists discovered.

  • Discussion

    The part of the written scientific paper that summarizes the research and offers any new insights.

  • Reflection Section

    These are questions placed after the Introduction, Methods, Findings, and Discussion sections. The purpose of the questions is to help students think about what they have read.

  • Glossary

    Possible new terms you will find in the article. Glossary words are printed in bold in the article.

  • FACTivity

    This is an activity that you can do in your classroom.

Lessons

  • In this lesson, students learn about mistakes and the importance of acknowledging and correcting those mistakes. This lesson plan is designed to be paired with “The Lands of Time” from...

    Lesson Plan – Everybody Makes Mistakes

    • Lesson Plan
    • Upper Elementary
    • 1 Classroom Period
    • Social Science
    • Consequences
    • Correcting Mistakes
    • Science Communication
    In this lesson, students learn about mistakes and the importance of acknowledging and correcting those mistakes. This lesson plan is designed to be paired with “The Lands of Time” from...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    The Lands of Time: Understanding Land Grants in New Mexico

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use Activity #32 “A Forest of Many Uses,” Activity #50 “400-Acre Wood,” or Activity #56 “We Can Work It Out” as additional resources.

Back to Top
  • Natural Inquirer - Homepage
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.

The Natural Inquirer program produces a variety of science education materials for PreK through grade 12. Natural Inquirer products are produced by the USDA Forest Service, FIND Outdoors, and other cooperators and partners.

Please enable JavaScript in your browser to complete this form.
* denotes mandatory fields
Loading
  • Facebook
  • Pinterest
  • X, formerly Twitter
  • YouTube
  • About Natural Inquirer
  • Team
  • Partners
  • Press & Past Events
  • Contact Us
  • Accessibility Policy
  • Privacy Policy
  • Shipping Policy
© 2025 - Natural Inquirer | Website Credit