LOUISIANA - Ch.4 Government Task Cards

LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
LOUISIANA - Ch.4 Government Task Cards
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2 MB|19 pages
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This chapter leads me up to one of my current favorites – in is because we have/had a governor that did not spend much time within the state. I feel that most middle school students know of Jindal and his attempt at running for president when he should have working for us. I have made these task cards interesting, hoping that it would make the chapter easier to teach for YOU.

First, let me say how proud I am of these Chapter Task Cards but there is such a strange story that came about because of them. I began using some task cards years and years ago but I only have a limited few of them for each chapter. However, after a while I thought of a better 'daily opening activity' – my LaGumbos (found here on TPT). I started creating and using them for a few years before testing and its 'Constructive Response' questions made me think back on my 'writing activities'. Therefore I came back, beefed up my Task Cards and made them a bigger part of my history class. I began using my LaGumbos Monday thru Thursday and my Task Cards on Fridays. It went well.

Print enough 'cards' for each Louisiana class you teach OR print and laminate to avoid printing a set each year. Then, cut them apart and hand them - one to each student - as they enter the classroom door. Allow student 10-20 minutes to create a paragraph about the task/question given them while you take roll, doing the administrative things required.

Have students write on a separate sheet of loose leaf paper a ONE PARAGRAPH (5-8 sentences, in ink) answer to the 'card' they are given. Tell them that there may not be a right answer so you are only grading on the fact that they did come up with an appropriate answer and did explain it to the best of their ability.

Over the years I have told my student that history is full of "history questions" that may go unanswered by today's standards or even have a new and/or different answers. But, I love these types of questions because it makes students 'THINK' which is just why I love teaching history. Because most of history could be explain different today than yesteryear.

I also included a blank set of cards for your own use. Email me if you have different questions about this set of task cards or questions I should have asked.
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