Global Connections: Forests of the World

1. Global Connections: Forests of the World Activity 2 What is a Forest?

2. Objectives Analyze different definitions of the term forest. Look for commonalities and differences. Describe ways that culture affects people's perceptions of forests.

3. Searchable Key Words • forest cultural meaning • forest cultural value • forest definition • forest symbolism • tree cultural value

4. Background Activity 2

5. Activity 2 - Background The word forest can evoke an image in Canada that is different from an image in Africa

6. Activity 2 - Background A more precise definition… …is important when different regions or countries communicate, conduct trade, or discuss environmental or cultural issues with each other.

7. Activity 2 - Background Official definitions of the term forestoften include: • % of land that is covered by tree canopies(called forest cover) • minimum area of the land • average tree height • exclusions to the definition (sometimes dealing with how the land is used)

8. Activity 2 - Background Remember… • It is important to have a precise definition of forest. The forests also hold significance for people that no definition, which may be based on cover or land use, can convey. • Cultural and environmental values, history, beliefs, and even income may influence a person's view.

9. Activity 2 - Background Example, the Yuracaré people The people in northern Bolivia see and understand the forest as their home and as the source of their food. The Bolivian Department of Forestry views the same forest as a rich source of timber.

10. Activity 2 - Background Still other people see that forests as… • a store of biological diversity • a place for adventurous tourism • a site for research • a site for discovery

11. Activity 2 - Background Over time cultural perceptions of forests can shift When Europeans first settled in North America in the 1600s and 1700s, the forest was described as an obstacle to farming and civilization, and it was viewed as a threatening place that harbored dangerous animals and hostile people. Today, it is seen as a provider of recreation and inspiration, as well as a source of timber.

12. Doing the activity Activity 2

13. Activity 2 – Doing the activity Part A: Defining a Forest Now, time to work! How would you define… TABLE? PLANET?

14. Activity 2 – Doing the activity In groups of four: How would you define… BEAUTY? RESPECT? SUCESS?

15. Activity 2 – Doing the activity Discussion • What makes some words difficult to define? • What might happen when people have different definitions of a particular word?

16. Activity 2 – Doing the activity How would you define… FOREST? • Further, define each of the elements in your definitions such as “tree” or “a lot”

17. Activity 2 – Doing the activity Discuss one of these definitions… A Forest is… • …a land that is used for growing and harvesting forest tree species. • …a large, densely wooded area that is found in a remote area with few people. • …land on which the vegetation is dominated by trees, with the trees providing 25 percent or greater canopy cover. • …any land that is capable of producing or has produced forest growth or, if lacking forest growth, has evidence of a former forest and is not now in other use. • …land under natural or planted stands of trees, whether productive or not. This category includes land from which trees have been cleared but will be reforested in the foreseeable future, but it excludes woodland or forest used only for recreation purposes. Stands of permanent crops such as rubber, fruit trees, or nut trees, are classified as agricultural lands, not forestlands. • …land of more than 0.5 hectares (1 .2 acres), with a tree canopy cover of more than 10 percent. The forest is not primarily under agricultural or urban land use. • …a minimum area of land of 0.05–1 .0 hectares (1.2–2.4 acres) with tree cover of more than 10–30 percent. The trees have the potential to reach a minimum height of 2–5 meters (6.5–16 feet) at maturity. Definition number

18. Activity 2 – Doing the activity Discussion • Does the land have to be covered with trees to be considered a forest? • Does the vegetation have to be natural to be considered a forest? • Does the land have to be used for a particular purpose to be considered a forest? • Can the land be used for recreation to be considered a forest? • Does the land have to be a certain minimum size to be considered a forest?

19. Activity 2 – Doing the activity Class results

20. Activity 2 – Doing the activity Comparing… • What do you notice about the definitions? • Why might there be more than one definition for this term? • How might different definitions serve different purposes? • What are the advantages and disadvantages of different definitions? • Why is it important to define the term forest?

21. Activity 2 – Doing the activity Global Forest Coverage closed forest is “land covered by trees with a canopy cover of more than 40 percent and height exceeding 5 meters (16.5 ft) FAO (Food and Agriculture Organization of the United Nations) includes natural forests and forest plantation open forest is “land covered by trees with a canopy cover between 10 and 40 percent and height exceeding 5 meters (16.5 ft) fragmented forest is “mosaics of forest and non-forest land.”

23. Activity 2 – Doing the activity Use the map to find a country with a closed forest and another with an open or fragmented forest

24. Activity 2 – Doing the activity PART B: CONNOTATIONS • How might a person’s culture or personal experiences affect his or her definition of a forest? • For example, how might the definition be influenced by whether one lives in an urban or rural area? • How might a person’s definition of the term forest affect how he or she acts with respect to the forest?

25. Activity 2 – Doing the activity Read the student page and discuss these questions: “What Do Forests Symbolize?” • What does each anecdote tell about the culture or country? • What is the significance of forests to the people in each anecdote? • How might the views from different people affect the way they define the forest and act with respect to the forest?

27. Activity 2 – Doing the activity • Search for information about how people view forests in their own community or in another country or region • Use library materials, Internet resources, personal contacts, or look through the “World Forest Tour” cards

28. Activity 2 – Doing the activity Forest in other languages Try to find the word for forest in the language of the people living in the region that you researched. floresta forêt 森林 bos … лес Wald

29. Assessment • Compare and contrast two different definitions of the term forest. • Include how the definitions differ in terms of area or scope; of cultural, environmental, or economic values; and of whether the definitions might serve different purposes?

30. Enrichment Activity 2

31. Activity 2 –Enrichment – In the field Create an anecdote… …(such as the one on the student page) that defines what a forest is for the region you studied. or…

32. Activity 2 –Enrichment – In the field …or study nearby forested area. Observe it and see whether different definitions from the activity apply to that area. The area does not have to be a large forest, but it may simply be a group of trees on the school campus, a nearby park, or a privately owned forest. Have students decide whether the area would be called a forest by a given definition.

33. Activity 2 –Enrichment - Literature • Look through literature for adjectives and phrases used to describe forests, such as “deep,” “dark,” or “majestic.” • Analyze what those words indicate about people’s feelings toward or relationship with, forests.

34. Activity 2 –Enrichment - Literature “The Golden Bough” • Look up James Frazer’s classic book, which was first published in 1890. • It explores the role of trees in the history of religion around the world. • Analyze Frazer’s viewpoint in terms of its relevance today.

35. Activity 2 – Enrichment - Technology Technology • Explore how data are collected for classifying lands as forests. • Contact local planning or highway departments to find out: a) what resources are used locally for mapping, such as GIS (geographic information systems), GPS (global positioning systems), and satellite imagery b) what Internet mapping resources are available.

36. Activity 2 –Enrichment - Careers Careers 1.Brainstorm careers that may rely on definitions of forests. 2. Ask those people to define the term forest from the perspective of their job.

37. Resource For additional sample survey questions, see the “Perceptions of Forests” issue of the Food and Agriculture Organization (FAO) of the United Nations’ international journal of forestry, Unasylva 54, no. 213 (2003/2) http://www.fao.org/docrep/005/y9882e/y9882e00.htm.