America's Ancient Teachers: Exploring Old-Growth Groves in Secondary English and Biology Classrooms

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Author(s): Scott R. Honeycutt (East Tennessee State University, USA)
Copyright: 2019
Pages: 17
Source title: Handbook of Research on Science Literacy Integration in Classroom Environments
Source Author(s)/Editor(s): Chih-Che Tai (East Tennessee State University, USA), Renee M. R. Moran (East Tennessee State University, USA), Laura Robertson (East Tennessee State University, USA), Karin Keith (East Tennessee State University, USA)and Huili Hong (Towson University, USA)
DOI: 10.4018/978-1-5225-6364-8.ch005

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

Over the past 200 years, most of the forestland growing in the eastern United States has at one time been logged for timber, cultivated for agriculture, or developed into urban and suburban spaces. Though millions of wooded acres still exist in national forests, parks, and preserves, very little of that land should be considered undisturbed or old-growth. Given these realities, it may be surprising to learn that pockets of old trees, or groves, still survive near American suburbs. This chapter argues that the responsibility of forging a relationship between students and nature should not be the charter of one discipline; instead, teachers should work in concert through combined interdisciplinary efforts. In secondary schools, the most organic teaming for nature study are the biology and English departments. This chapter provides specific locations for teachers and students to discover and offers practical and inspiring assignments to help students develop of love for America's ancient woods.

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