Chapter 1

Location: Position on the Earth's Surface

Look at a map. Where are places located? To determine location, geographers use a set of imaginary lines that crisscross the surface of the globe. Lines designating "latitude" tell us how far north or south of the equator a place is. Lines designating "longitude" measure distance east and west of the prime meridian—an imaginary line running between the North Pole and the South Pole through Greenwich, England. You can use latitude and longitude as you would a simple grid system on a state highway map. The point where the lines intersect is the "location"—or global address. For example, St. Louis, Missouri, is roughly at 39 degrees north latitude and 90 degrees west longitude.

Why are things located in particular places and how do those places influence our lives? Location further describes how one place relates to another. St. Louis is where the Mississippi and the Missouri rivers meet about midway between Minneapolis-St. Paul and New Orleans. It developed as a trading center between east and west, north and south.

Directions

To help young children learn location, make sure they know the color and style of the building in which they live, the name of their town, and their street address. Then, when you talk about other places, they have something of their own with which to compare.

• Children need to understand positional words. Teach children words like "above" and "below" in a natural way when you talk with them or give them directions. When picking up toys to put away, say, "Please put your toy into the basket on the right", or, "Put the green washcloth into the drawer." Right and left are as much directional terms as north, south, east, and west. Other words that describe such features as color, size, and shape are also important.
• Show your children north, south, east, and west by using your home as a reference point. Perhaps you can see the sun rising in the morning through a bedroom window that faces east and setting at night through the westerly kitchen window.
• Reinforce their knowledge by playing games. Once children have their directional bearings, you can hide an object, for example, then give them directions to its location: "two steps north, three steps west. . ."
• Use pictures from books and magazines to help your children associate words with visual images. A picture of a desert can simulate conversation about the features of a desert—arid and barren. Work with your children to develop more complex descriptions of different natural and cultural features.

Maps

Put your child's natural curiosity to work. Even small children can learn to read simple maps of their school, neighborhood, and community. Here are some simple map activities you can do with your children.

• Go on a walk and collect natural materials such as acorns and leaves to use for an art project. Map the location where you found those items.
• Create a treasure map for children to find hidden treats in the back yard or inside your home. Treasure maps work especially well for birthday parties.
• Look for your city or town on a map. If you live in a large city or town, you may even be able to find your street. Point out where your relatives or your children's best friends live.
• Find the nearest park, lake, mountain, or other cultural or physical feature on a map. Then, talk about how these features affect your child's life. Living near the ocean may make your climate moderate, prairies may provide an open path for high winds, and mountains may block some weather fronts.
• By looking at a map, your children may learn why they go to a particular school. Perhaps the next nearest school is on the other side of a park, a busy street, or a large hill. Maps teach us about our surroundings by portraying them in relation to other places.
• Before taking a trip, show your children a map of where you are going and how plan to get there. Look for other ways you could go, and talk about why you decided to use a particular route. Maybe they can suggest other routes.
• Encourage your children to make their own maps using legends with symbols. Older children can draw a layout of their street, or they can illustrate places or journeys they have read about. Some books, like Winnie-the-Pooh and the Wizard of Oz, contain fanciful maps. These can be models for the children to create and plot their own stories.
• Keep a globe and a map of the United States near the television and use them to locate places talked about on television programs, or to follow the travels of your favorite sports team.

Additional Activities

Children use all of their senses to learn about the world. Objects that they can touch, see, smell, taste, and hear help them understand the link between a model and the real thing.

• Put together puzzles of the United States or the world. Through the placement of the puzzle pieces, children gain a tactile and visual sense of where one place is located in relation to others.
• Make a three-dimensional map of your home or neighborhood using milk cartons for buildings. Draw a map of the block on a piece of cardboard, then cut up the cartons (or any other three-dimensional item) and use them to represent buildings. Use bottle tops or smaller boxes to add interest to the map, but try to keep the scale relationships correct.
• Use popular board games like "Game of the States" or "Trip Around the World" to teach your children about location, commerce, transportation, and the relationships among different countries and areas of the world. Some of these games are available at public libraries.
• Make papier-mâché using strips of old newspaper and paste made from flour and water. If the children form balls by wrapping the strips of papier-mâché around a balloon, they will develop a realistic understanding of the difficulties in making accurate globes. They can also use papier-mâché to make models of hills and valleys.

Paths for Further Exploration

Finding Your Way with Map and Compass [ReadyWeb Editor's note (9-24-04): This resource has been updated: http://readyweb.crc.uiuc.edu/]
The World Factbook 1997

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Introduction Chapter 2