Southwest Region Geography Unit for Special Education

Southwest Region Geography Unit contains over 130 pages of material specifically designed for students with special learning needs, especially autism. This unit on the geography of the Southwest Region addresses the characteristics of Southwest Region in a simplified but rigorous way for students with diverse learning needs to make meaningful and authentic connections to the material whether learning about natural resources, landmarks or foods. There are many opportunities for students to engage in repeated information on the geography of the Southwest Region. This repetition encourages true appreciation of geography of the Southwest Region. Finally, many of the Southwest Region Geography activities and assessments include more than one version, suggestions for differentiation and options for presentation.

See the preview for a detailed look at the contents.

*****************************************************************************

Southwest Region Geography Unit Includes:

• 12 day lesson plan
• 19 page story on overview of United States Geography
• 29 page story on Geography of the Southwest region
• 5 circle maps to review main characteristics of the Southwest**
• Coloring sheet of the Southwest Region (2 versions)
• Student booklet to review main points on the Southwest Region as well as the geography of the United States (2 versions)
• Picture Recipe : Terrific Tacos
• Southwest Region Geography Assessment (2 versions).**

** : In color and BW

*****************************************************************************

Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.