Bad+News+for+Outlaws+Reinforcing+Activity

Lesson Plan Author: Sarah E. Montgomery, University of Northern Iowa
 * NCSS Notable Trade Book Lesson Plan**

//of Bass Reeves, Deputy U.S. Marshal// by Vaunda Micheaux Nelson || II. Time, Continuity, and Change III. People, Places, and Environments IV. Individual Development and Identity VI. Power Authority and Governance X. Individual Development and Identity ||
 * **Title of NCSS Notable Trade Book:** || //Bad News for Outlaws: The Remarkable Life//
 * **Book Summary:** || This book tells the life story of Bass Reeves, a former slave who was a Deputy U.S. Marshal for over three decades in what later became the state of Oklahoma. Bass, who never learned how to read, was a highly respected lawman who made more than 3,000 arrests during his career. Through a high-energy storyline, Bass Reeves’ actions come to life and readers learn how he broke barriers, consistently stood up for justice, and is an example of the often overlooked presence of African Americans of the Old West. ||
 * **NCSS Standards** || I. Culture
 * **Materials:** || * Blank pieces of paper
 * Art supplies as needed
 * Writing Utensils
 * A copy of //Bad News for Outlaws: The Remarkable Life of Bass Reeves// by Vaunda Micheaux Nelson
 * Copies of the Western Words offered in the back of the book for students to use
 * Newspapers with examples of obituaries ||
 * **Objectives:** || * Students will learn about the life of Bass Reeves and the historical context of his life.
 * Students will critically consider the ways in which Bass Reeves overcame adversity, made difficult choices, and lived a life of active citizenship.
 * Students will reconsider previously held ideas about the people involved in the Old West.
 * Students will have the opportunity to teach others about Bass Reeves and perhaps other diverse persons of the Old West through their writing and extension activities. ||
 * **Procedures:**

//Exploration/ Introduction:// || # Teacher begins by giving students a blank piece of paper and some art supplies. The teacher poses the question, “When you think of the ‘Wild West‘ or ‘Old West’ (referring to what became the Western United States during the mid to late nineteenth century and early twentieth century) what comes to mind? Who was present or involved in increasingly settling this area? What types of activities/work were the people doing?”   1. The teacher informs the class that today he/she will be reading aloud a powerful book about a man who is highly respected for his work in the “Old West” and notes how this book may help them add to or change their list of ideas about those involved in increasingly settling the Western United States.
 * 1) After encouraging some small group discussion, the teacher asks students to sketch an image that depicts what they visualize when they think of the Old West. The teacher encourages students to include people, places/the landscape, buildings, and activities that might have taken place.
 * 2) Once students have had a chance to informally share their drawings with those at their table or area of the classroom, the teacher facilitates the class coming up with a list of common characteristics of their drawings. Upon listing student ideas on the board, the teacher encourages students to think of what might be missing in their list of common characteristics, encouraging them to consider stereotypes and the question of “who is missing from this list?” The teacher aims to begin to disrupt stereotypical ideas students might have from the media or other texts they’ve read that emphasize notions of “Cowboys & Indians”. ||
 * //Development:// ||  ||

2. The teacher reads Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshal aloud to students. During reading, teacher may need to stop to check for comprehension and ensure that students understand key ideas, such as Bass running away from slavery, joining American Indian families, being illiterate, and consistently taking a stand for justice. The teacher should also encourage students to make text-to-text connections throughout the story, noting how this book about Bass Reeves connects to or disrupts their previously held knowledge about the Old West.

3. The teacher hands out another blank piece of paper to each student. The teacher shows students how to fold paper into four equal squares. (Draw a model on board depicting this paper.) Write one of the following prompts in each of the four squares: Share a personal connection to this story; Write one question that you have about this story; Tell one thing that surprised you about this story; and Draw a picture of an important moment in this book. (Alternatively, this graphic organizer could be pre-made by the teacher and photocopied for students.)

4. Teacher provides time for students to reflect on the book and complete this graphic organizer.

5. Teacher uses the four prompts as a starting point for discussion about the text. Teacher encourages students to share their personal connections to the story, discuss their questions and surprises, and explain the images they created.

6. Additional discussion questions include: · What are some important moments in Bass Reeve’s life? Why? · What are all of the ways that Bass took a stand as an active citizen? · What surprised you about Bass’ life and work? · Why do you think Bass was so well respected? · How does Bass’ live connect to or disrupt your previously-held ideas about the Old West? · If you were to teach someone about Bass Reeves, what would you make sure to tell them? · Why do you think the author chose to write this book? · Would you recommend this book to others? Why or why not?

journalist for a newspaper in Bass’ town in 1910. They and the people in town just found out that Bass died. Everyone is very sad and they are preparing to write a powerful obituary about his life and how important he was to the community.
 * //Expansion:// || 1. Tell students that they are going to pretend to be a

2. After reviewing examples of obituaries and their key components, ask students to first brainstorm ideas about what they want to make sure to include in their article.

3. Next ask students to refer to the copies of the Western Words offered in the back of the book. Encourage them to think of creative ways that they can include at least 3-4 of these words in their article.

4. As students begin writing tell them that you are going to be looking for the following in their article: · Ways that Bass Reeves overcame adversity and made tough choices · Ways that Bass Reeves acted as an active citizen · Reason why Bass Reeves was highly respected · Their using at least 3-4 Western Words · High quality writing free of grammatical or spelling errors

5. Ask students to share their finished writing in an Author Celebration and post their work on a class bulletin board for others to read. Perhaps even invite another class to come and listen to small groups share their writing at an Author Celebration. Encourage students to illustrate their obituary or find primary sources that support their writing. Consider having students create digital media such as a podcast, video, or blog entry about Bass Reeves and the ways his live and efforts disrupt what we often know about the history and people of the early Western United States. ||
 * **Assessment:** || //Exploration:// The teacher will evaluate the content of the student’s sketches and the subsequent oral discussion to formatively assess students’ prior knowledge.

//Development:// The teacher will assess student’s understanding of the book based on their responses to the four prompts on the graphic organizer.

//Expansion:// The teacher will assess student growth and understanding of Bass Reeves’ life and work by evaluating their written obituaries. Specifically, the teacher will see if students’ writing included: · Ways that Bass Reeves overcame adversity and made tough choices · Ways that Bass Reeves acted as an active citizen · Reason why Bass Reeves was highly respected · Their using at least 3-4 Western Words · High quality writing free of grammatical or spelling errors || 2. Students could develop and perform role-plays for other classes about important events in the book, creating a memorial event for Bass Reeves (perhaps even developing a way to raise funds for the memorial that is being built in his honor in Oklahoma). 3. Students could create an illustrated timeline of his life and of important events offered in the back of the book. 4. Students could do inquiry projects about the geography and history of Oklahoma, making sure to learn more about American Indians who were forcefully relocated there. || Bass Reeves Legacy Monument []
 * **Suggested**
 * Extension**
 * Activities:** || 1. Students could do inquiry projects on further disrupting stereotypes about the Old West and study the work of/specific African-American women, Buffalo Soldiers, African-American Cowboys, American Indians, and Latinos of the Old West. With posters, Power point presentations, or using digital media, the students could raise awareness about the lives and efforts of these individuals and groups of people who are often overlooked in our nation’s history. Students could take action as active citizens by creating a Wall of Fame, Memorial, or Showcase of these important people in our nation’s history, highlighting the diversity of the Old West.
 * **Additional**
 * References & Web Links** || Websites:

Bass Reeves, The Encyclopedia of Arkansas History & Culture []

Bass Reeves []

African Americans and the Old West (Long Island University) []

The Other Pioneers: African-Americans on the Frontier []

Black Cowboys []

Buffalo Soldiers Jr. []

Books: Brady, P. (2005). //The Black Badge: Deputy United States Marshal Bass Reeves from Slave to Heroic Lawman.// Harlem, NY: Milligan

Katz, W. (2010). //Black Women of the Old West.// New York: Atheneum.

McGowan, T. (1999). //African-Americans in the Old West.// San Francisco, CA: Children’s Press

Paulsen, G. (2008). //The Legend of Bass Reeves.// New York: Laurel Leaf. ||