Huey Long, myth, truth, and legend

Greg English
OAK PARK MIDDLE MIDDLE 

Overview:
Students will take a ride through the late 1920s and early 30s with the "Kingfish" Huey P. Long. They will see through stories, pictures, and video how the man went from the son of a poor dirt farmer in north central Louisiana to the most powerful governor in Louisiana history. They will look at his untimely death from the prospective of 1935 media and the revisionist look from 1997.
Approximate Duration:  5-6 class periods
Content Standards:
  • Civics: Citizenship and Government
         Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.
  • History: Time, Continuity, and Change
         Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
Benchmarks:
  • C-1B-M2
         identifying and describing the historical experiences and the geographic, social, and economic factors that have helped to shape American political culture;
  • H-1D-M1
         describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana;
  • H-1D-M2
         tracing the development of the various governments that have been established in Louisiana throughout its history;
Grade-Level Expectations (GLEs):
  • Louisiana History
    Grade 8

    72. Describe leaders who were influential in Louisiana’s development

    (H-1D-M1)

    73. Describe and explain the importance of major events and ideas in the development of Louisiana

    (H-1D-M1)
Interdisciplinary Connections:  
  • English/Language Arts : Standard 2
         Students write competently for a variety of purposes and audiences.
Educational Technology Standards:  
  • Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information.
Objectives:
Students will be able to:
• Understand why Huey Long has been remembered better than most Louisiana Governors.
• Explain what legislation he passed that still impact their lives today.
• Describe how Huey persuaded his peers to "see things his way".
• Tell what reminders of his life are still with us in Baton Rouge.
Lesson Materials and Resources:
Huey Long Family History Worksheet
Bingo worksheet
Text books
Internet
Power-Point
20/30s Music (if used)
Unsolved Mysteries DVD - Legends #3
Technology Tools and Materials:

Hardware:
Computer
Overhead Projection unit

Software:
MS Power-Point

Websites:
•PBS Huey Long
      www.pbs.org/kenburns/hueylong/educators/
•Spartacus/Schoolnet Huey Long
      www.spartacus.schoolnet.co.uk/USAlongH.htm
•LPB Huey Long
      www_lpb_org-programs-statehouse-hueylong_jpg.htm
•Huey Long Power Point (large)
      oakparkmiddle.cpsb.org/faculty/greg.english/Huey-Long/HueyLongStory07.ppt
•Louisiana History Textbook - Ch. 13
      www.mystatehistory.com/
•Huey Long - Life and Times
      www.hueylong.com/index.php

Other:
Various Huey Long Videos
Background Information:
Students should have a limited background of Louisiana government, previous governors, the early 30s, the depression era, and Huey Long through previous class material.
Lesson Procedures:
Day 1: Opening slide of power-point will feature the GLE and sub-objectives listed in this lesson plus the daily fact of the day.

After students copy fact into their agenda book, have them clear everything from their desk. Hand out the "Huey Long Family History" worksheet to be filled in as material is covered on Powerpoint.

Following the slide presentation (childhood, early jobs, and marriage) students will complete the CR of the editorial cartoon on the last slide. Have students turn in this item at end of hour.

As a closer ask students how Huey's childhood differs from theirs? How his photographic memory played a role in his early jobs? What was the impact of a large family/being nearly the youngest?

Day 2: Opening slide of power-point will feature the GLE and sub-objectives listed in this lesson plus the daily fact of the day.

After students copy fact into their agenda book, have them clear everything from their desk. Have students take out the "Huey Long Family History" worksheet to be completed as material is covered on Powerpoint. Section will deal with first political jobs and platforms). Show video clip at end of presentation.

Following the slide presentation, students will complete the CR of the editorial cartoon on the last slide. Have students turn in this item at end of hour.

As a closer ask students how things might be different if he won the 1924 election? How did radio impact his later campaign? Explain what they believe is his greatest reform was for the state in the late 20s.

Day 3: Opening slide of power-point will feature the GLE and sub-objectives listed in this lesson plus the daily fact of the day.

After students copy fact into their agenda book, have them clear everything from their desk. Have students take out the "Huey Long Family History" worksheet to be completed as material is covered on Powerpoint. Section will cover 1930 senators race up til death. Show video clip at end of presentation.

Following the slide presentation, students will complete the CR of the editorial cartoon on the last slide. Have students turn in this item at end of hour.

As a closer ask students how things might be different if he stopped to talk to Carl Weiss? Could the Share Our Wealth program carry Huey to the White House in 1936? Explain why the Republicans and Democrats were afraid of Huey Long in the early 1930s.


Day 4: Opening slide of power-point will feature the GLE and sub-objectives listed in this lesson plus the daily fact of the day.

After students copy fact into their agenda book, have them clear everything from their desk. Show video presentation of Unsolved Mysteries segment on Huey Long (30min)

As a closer ask students who they believe really kidded Huey Long and why? Why did Huey tell his men that he would tell what happened? Explain who were the Anti-Longs and Pro-Longs and what they wanted.

Day 5: Opening slide of power-point will feature the GLE listed in this lesson plus the daily fact of the day.

After students copy fact into their agenda book, have them clear everything from their desk. Pass out the Huey Long Bingo sheets. Have students fill in sheet following teacher/worksheet directions.

Begin calling out definitions having students 'mark' their 'correct' answers. Give extra credit for student(s) who get the first Bingo.


Day 6: Assessment will be the Huey Long story test. It is a different type of test allowing the students to 'fill in the story'.
.
As an alternate 'test' have students write a one paragraph (250 word) report on Huey Long.
Assessment Procedures:
As 'test' have students write a one paragraph (250 word) report on Huey Long.

Also review info learned by using Bingo game.
Accommodations/Modifications:
As needed, students who request extra time or time to go back to their SpEd room will be granted permission. Students with special hearing needs will be accommodated along with those with vision needs.
          ----- written by Greg English  
Reproducible Materials:
Explorations and Extensions:
Have students create a 10-15 item timeline of Huey's life.

Use website: http://www.hueylong.com/life-times/index.php
Lesson Development Resources:
Personal 20-year study of Huey and Earl Long.
Internet resources
Various past and present textbooks
Personal library sources
Vistation to the La. Political Museum in Winnfield, La.
Reflections:
My favorite governor which brings the current state of affairs in Louisiana into focus.

Teachers will need to be familiar with the myths legend and facts about Huey's life.

 

  

www.Louisiana101.com website copyright © 2009 Greg English