Title: Bad News for Outlaws: The Remarkable Life
of Bass Reeves, Deputy U.S. Marshal (Nelson, V. M., & Christie, R. G.
(2009). Bad news for outlaws: the remarkable life of Bass Reeves, deputy
U.S. marshal. Minneapolis: Carolrhoda Books).
Author: Vaunda
Micheaux Nelson
Illustrations by: R. Gregory Christie
Copyright 2009 by Vaunda Micheaux Nelson
Published by: Carolrhoda
Books, Minnesota
Reading level: interest level: grades 3 – 6, Grade level
Equivalent: 5.2, Lexile: 860L
Suggested Delivery: read aloud or guided small group read
Awards: 2010 Coretta Scott King Author Book Award
Description: diversity,
biography, historical nonfiction
Historical, Captivating,
Scholarly, Engaging, Memorable
Electronic resources to support teaching:
a.
This is an excellent website to support
engagement of the text for students and teachers. This website provides a 3:14 minute video of
the author providing a backstory for creating Bad News for Outlaws: The
Remarkable Life of Bass Reeves, Deputy U.S. Marshal.
a.
This is an informative website for students to
view before reading or even revisit after reading. The authors note will captivate student’s
attention and help them to connect with the author’s personal experience and
inspiration behind the text, which will help them to better understand and
personally connect to the text themselves.
Teaching suggestions:
1.
Vocabulary:
a.
Desperado
b.
Marshal
c.
Character
d.
Slack-jawed
e.
Pluck
f.
Colonel
g.
Notorious
h.
Marksmanship
2.
Teaching strategies:
a.
Before reading:
Students can take a “picture walk” of the book together as a whole class
and openly discuss what is happening in each of the pictures. The teacher should remind students of the
time frame (setting the stage with an 1884 gunfight on the Indian territory) as
students imagine what life was like back then for our country. This nonfiction text flashes back to the 1840’s
during the time of slaves and presents significant information up to March of
1992 when Bass Reeves is inducted into the Hall of Great Westerners of the National
Cowboy & Western Heritage Museum in Oklahoma City. After students discuss the pictures and possible
themes they can create a blank time line (covering 1840-1992) to be used in
next section “during reading” to record events presented in the text throughout
their reading.
b.
During reading:
Students will read the text alongside their timeline. Students should record any significant events
aligned with the proper time frame to visually engage in the sequence of events
to better understand the meaning of events presented in the text.
c.
After reading: graphic organizer activity: “Teacher hands out a 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: 1) Share a personal connection
to this story; 2) Write one question that you have about this story; 3) Tell
one thing that surprised you about this story; and 4) 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.) Provide time for students to reflect
on the book and complete this graphic organizer. Use the four prompts as a
starting point for discussion about the text. Encourage students to share their
personal connections to the story, discuss their questions and surprises, and
explain the images they created. ” (https://childrenslit-socialstudies.wikispaces.com/Bad+News+for+Outlaws+Reinforcing+Activity)
3.
Writing Activity: The following discussion
questions can be distributed to students to complete on a worksheet or in
journal form. The teacher can use any of
the following questions or have students choose their favorite to use as a writing
prompt to create an informative or persuasive essay to demonstrate comprehension
of text:
a.
“What are some important moments in Bass Reeve’s
life? Why?”
b.
“What are all of the ways that Bass took a stand
as an active citizen?”
c.
“What surprised you about Bass’ life and work?”
d.
“Why do you think Bass was so well respected?”
e.
“How does Bass’ live connect to or disrupt your
previously-held ideas about the Old West?”
f.
“If you were to teach someone about Bass Reeves,
what would you make sure to tell them?”
g.
“Why do you think the author chose to write this
book?” (all questions taken from: https://childrenslit-socialstudies.wikispaces.com/Bad+News+for+Outlaws+Reinforcing+Activity)
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