Overview: This lesson is the first in a series of lessons on Huey P. Long. The students will be given a brief introduction on Long, but their knowledge on the subject is still limited at this time. The main purpose of this lesson is to capture the student's interest in Huey P. Long, and to introduce them to a variety of information on his life and work.

Benchmarks: H-ID-MI, H-ID-M3, H-IA-MI, H-IA-M2, H-IA-M3, H-IA-M4, and H-IA-M6

Opening Activity 1: The Riddle of The Kingfish

Objective: Given a sheet of riddles, the learner will solve the riddles and make a prediction on who the Kingfish.

Materials: riddle packet

Procedure: Each student will be given a riddle packet. They must then solve the 14 mini-riddles to fill in the appropriate letter blanks. When all riddles are solved correctly the words HUEY PIERCE LONG will fill the blanks. They students should then discover that he is the Kingfish.

Evaluation: Students will be evaluated through their participation is the class discussion and by their written work on the riddle handout.

Activity 2: Huey P. Long Flyer

Objective: Given various informational packets on Huey P. Long and art supplies, the learner will create a flyer detailing a given characteristic of Long and including at least 5 facts.

Materials: information packets, photographs, scissors, glue, and construction paper

Procedure: Part I: Each student will be given a colored folder containing an information packet. There are three different sets of information. The students will then be grouped randomly, being certain that no two people in the same group have the same colored folder (same information packet). The topics of the information packets are as follows:

 Yellow folder = biographical information on Huey P. Long  Blue folder = Huey P. Long's life in politics  Red folder = Long's "Share Our Wealth" plan

After being grouped and obtaining the proper information each student will design an original flyer on a sheet of construction paper, the flyer must include Huey Long's photograph and at least five facts gathered from the information packet in their possession. Part II: After the flyers have been completed, each student will be the "expert" of the group on their topic. They will then present and explain their flyer to the other group members. While each presentation is taking place members not presenting should take notes for later use. When all presentations are complete, every member of the group should have some insight into all three of the topics.

Assessment: Each student will turn in a Huey P. Long flyer containing his photograph and at least five facts. This will be graded using the following rubric:

Contains photograph = 2 points Total available points = 4 Contains 5 or more facts = 2 point Grading Scale = 4 points -A Contains 4 facts = 1 point 3 points -B Contains 3 or less facts = 0 points 2 points -C 1 point -D 0 points -U Activity 3: Huey P. Long Writing Summary Objective: Using the notes taken previously, the learner will write a summary, in paragraph form, detailing at least five things learned through their group discussion.

Materials: notes from Activity 2

Procedure: The students will use the notes taken during part 2 of activity 2 to construct a summary. The summary will explain at least five things they have learned throughout. the lesson, this will be written in paragraph form.

Assessment: The paragraphs will be assessed visually for the following components: correct paragraph form, five things that they learned during the group presentation.

M. McGinnis, Louisiana History Reynaud Middle School Seventh Grade March, 2001