Instruction/Unit Planning
US Geography - Nomenclature Cards for U.S. Regions Tags: Montessori Reference geography United States Unit studies

I have always loved teaching geography. Perhaps you love it too, or perhaps you just 'grin and bare it'. Whatever the case, I hope you'll find this resource to be something very useful and beneficial for your classroom!

United States Regions - Nomenclature Cards

Why are geography nomenclature cards a great resource for any classroom? You can use them as study materials, as references for projects or studies or simply to create a beautiful display! 

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This set of U.S. Regions - Geography - Nomenclature cards consists of 20 cards:

  1. Regions of the United States in color with coded key (4 regions*)
  2. Regions of the United States in color with coded key with state names
  3. Regions of the United States in b/w and separated
  4. Regions of the United States in b/w and separated with state names
  5. Northeast Region (in color displayed on b/w full U.S. map)
  6. Northeast Region with state names (in color displayed on b/w full U.S. map)
  7. Northeast Region b/w standing alone (with small insert of region in color displayed on b/w full U.S. map)
  8. Northeast Region b/w standing alone with state names (in color displayed on b/w full U.S. map)
  9. Midwest Region (in color displayed on b/w full U.S. map)
  10. Midwest Region with state names (in color displayed on b/w full U.S. map)
  11. Midwest Region b/w standing alone (with small insert of region in color displayed on b/w full U.S. map)
  12. Midwest Region b/w standing alone with state names (in color displayed on b/w full U.S. map)
  13. South Region (in color displayed on b/w full U.S. map)
  14. South Region with state names (in color displayed on b/w full U.S. map)
  15. South Region b/w standing alone (with small insert of region in color displayed on b/w full U.S. map)
  16. South Region b/w standing alone with state names (in color displayed on b/w full U.S. map)
  17. West Region (in color displayed on b/w full U.S. map)
  18. West Region with state names (in color displayed on b/w full U.S. map)
  19. West Region b/w standing alone (with small insert of region in color displayed on b/w full U.S. map)
  20. West Region b/w standing alone with state names (in color displayed on b/w full U.S. map)

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This set has the U.S. divided into *4 regions as defined by the U.S. Census Bureau

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  • As a Download Club subscriber on, simply click and download here.
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Learning Geography - U.S. Northeast Region Informational Text plus Worksheets Tags: United States S.St. information reading geography

This is the first part of a growing set of U.S. Geography resources that I creating and offering on my website CHSH-Teach and TPT...

Geography - Regions of the U.S. - Northeast Region - Informational Text and Worksheets

This Regions of the U.S. Geography resource is centered on the Northeast Region and contains textbook style informational text and related student worksheets with answer keys. Students will enjoy learning about this region studying the categories of

  • Land and Water
  • Climate
  • Products and Natural Resources
  • Landmarks
  • Culture and Food


The informational text worksheets begin with an anticipation activity section followed by questions that students will answer about each category. The last is a fun 'unscramble' the state names worksheet.

Because the United States can be divided up into different regions, I've designed this resource to follow the regions as defined by the U.S. Census Bureau.

The resource shows the states in the Northeast as being Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont

You can INSTANTLY download this resource on CHSH-Teach if you are a Download Club subscriber on the U.S. Geography page.

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The Importance of Teaching Your Students the Fundamentals of Business and Financial Literacy

The Importance of Teaching Your Students the Fundamentals of
Business and Financial Literacy

Busy, busy, busy.  Got to do this, have to go there, need this done now.

Isn’t it sad how we get so tied up with the busyiness of life we can forget the business of life?  How we get so focussed on the screaming list of tasks at hand, we lose track of the reason we got into this walk of life in the first place?  I mean, short-term thinking has it’s place, right?

Stephen Covey, in his book, Seven Habits of Highly Successful People, lists as the second habit, Begin with the end in mind.  And we all, to varying degrees do just that.  Everyone who sets out to teach doesn’t just want to pump information out, to ‘get through a topic’, but to actually convey information that will assist the student in improving their life.

No.  No one sets out to just tick boxes.  To say, “yep,

1.     we read that book”,
2.     wrote an essay on that topic”, or
3.     discussed that in class”.

We want to know that the students actually ‘got it’.  After all, as the saying goes, “if the learner hasn’t learned, the teacher hasn’t taught”.

But that’s where the screaming list kicks in!  There’s so much to cover, so many boxes to tick, so many reports to write, .. and the list goes on.  The pressure builds, and our focus gradually shortens.  Even to the point of short-sightedness.

We set out to train the movers and shakers of the future – our ‘end in mind’ – but find ourselves, just trying to get through the year, the term, the month.  Rather than preparing our students for life, we end up preparing them just for college, or even just for next year.  We get through the month/term/year, but do we really succeed?

So, let’s step back a bit.  Back when we had the end in mind.  What did we set out to do?  Wasn’t it to prepare our students to succeed in the world they would step out into after their (formal) education?  The world of work, of business, of finance, of family, of relationships, of growing older.

If we were to list out hat they would need to have a grasp of to meet the challenges they will face in this ‘world ‘, what would they be?  Would they be good grades?  Or a degree from the best college?  Maybe.  These would suggest some knowledge had been attained.  But what about, and I hark back to the last sentence of the previous paragraph:

  • An understanding of hard work – not the definition, but the experiential, daily-grind habit of it;
  • The ability to form good relationships with anyone – from family (closely and distantly-related, old and young), to friends, co-workers, bosses, business contacts, the cleaner, the taxi driver, .. and so on.
  • Good comprehension of how personal finances work – budgeting (and sticking to a budget), saving, purchasing a family home, investing, preparing for retirement, and so on.
  • Familiarity with how the concepts of personal finance translate to the business world, including understanding financial statements – what they mean and how to use them to improve what they say; and
  • A sound grasp of how businesses ‘work’ – the functions within them (and their interlinking) – and how to grow that organization.

Some of these things are not easily taught.  Indeed, there are some things that tend to be caught, rather than taught.  That said, there is always room to refine what has been caught – assuming that what was caught was in line with the above!

I regard all of the above as essential knowledge.  Essential for the student to have the life we want them to have – one which is successful in achieving what they set out to achieve, with the resilience to negotiate obstacles, face up to challenges, and continue to grow as a person throughout their life.  The last three of these points are particular hot points for me, as I believe there are rarely taught, and then not to the masses – even though, as I’ve said, they are necessary knowledge for everyone.

Many of us are ‘taught’ how to swim by being thrown into the water.  While I certainly wouldn’t recommend this, at least there is (usually) someone with the necessary skill set (i.e. they know how to swim) standing by to help.  Hopefully, they get into the water with us, too!

But finances and business are another picture altogether.  You see, unlike my swimming example, the people who should teach us about these things usually haven’t been taught themselves!  Indeed, they may not even realize they are lacking in these areas!  A common case of “you don’t know what you don’t know”.

So, for decades, centuries, even, we have been sending our students out into the world without training them in how to manage their finances, without explaining to them how any organization they work in (or own) should work, and without giving them any understanding of business finances.  Consequently, we see these kinds of things happening:

  • Families struggle to pay bills, even bankruptcy because they don’t know how to (manage a) budget;
  •  People and businesses fail to achieve their potential or even fail altogether – bright ideas, even great ideas that just don’t make it, due to a lack of knowledge; and, I hate to say it, even
  • Suicide – people who can’t face the consequences above.

The sad thing is that even those who not only appear successful but actually are successful probably could have done better if they hadn’t had to learn these things the hard way.  Yet the sad part is that this knowledge is available.  It’s not some hidden mystical information that requires years of learning the right spell or code to unveil. It’s just not widely taught. 

In fact, this knowledge had been untaught for so long it’s like a mist of mystery has been drawn over it.  A mist so thick many don’t even know it’s there.  Yet it is there.  And more and more people are starting to recognize the need for it.  And finding the necessary resources to ensure they and their students demystify the topic.

Why are they identifying the need for this information?  Well, as you will know, life – at least economically – is tough.  More and more people are struggling, or have been through struggles, and realize there are things they now know, having learned the hard way, that they wished they had been taught.

These people, like you and me, want to see our students:

  • Wisely manage their personal finances, both when finances are tight and when they are not;
  • Perform well in their careers because they understand business and business finances, and be recognized for their knowledge in these areas (via pay rises, promotions, etc); and
  • Succeed in business ownership, again because they understand business and business finances – this time with the reward being higher profits and dividends, greater business value, etc.

You will note that the above do not just relate to a special breed of student – an upper or select echelon if you will, or those interested in a particular topic, or even those planning on a particular career path – but to every student who comes under our tutelage.  So, if the above is (at least part of) our end in mind, what must we do to achieve our end?

I’m going to be doing my best.  What about you?

Steve Watkins Barlow is the beanie behind BeansTalk KnowHow, a five-module online course, supported by quality pdf documents, training people in accounting and business.  He’s been working in accounting, management and consulting roles for more years than he cares to admit.  In 2012 his wife passed away and he became his children’s homeschool Dad.  He wants everyone to have the chance to succeed – especially Homeschoolers!  You can check out the course here 

If you enter the code HOMESCHOOLERS you can purchase a login for $199.  That’s 88% off the market price!  (There is a 3-month payment option.)  For additional logins just email Steve from your login email and he will let you have the code to access them for only $20.  His email is

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