Christchurch School Place-Based Brochure

Set Your Course at the River.

P LAC E - BASE D E D U C AT I O N AN EPISCOPAL, CO-ED BOARDING AND DAY SCHOOL FOR STUDENTS IN GRADES 9-12

WHO WE ARE Christchurch combines 100 years of tradition, community, and relationships with a dynamic and innovative approach to learning that meets each child where they are, and prepares them to succeed in a rapidly changing world.

Since the school’s founding in 1921, the Rappahannock River has continued to make an indelible impact on Christchurch’s community.

Our waterfront has likewise always provided an outlet for recreation, study, and reflection.

For the last decade, Christchurch has focused on strategically harnessing and incorporating the connections that our inimitable location naturally affords. The school’s mission to graduate globally-minded, successful, compassionate, and engaged citizens has guided it in its efforts to explore and understand not only its local community, but also the global community to which we all belong.

Christchurch’s Great Journeys curriculum provides the tools necessary to explore, study and impact the world, both around and beyond the campus. Hallmarks of the Great Journeys curriculum include analytical and creative thinking, complex communication, digital and quantitative literacy, local-to-global perspective, teamwork, leadership, citizenship, adaptability, initiative, informed risk-taking, integrity, spirituality, responsibility, and habits of mind.

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LOCAL-TO-GLOBAL PLACE-BASED EDUCATION AT CHRISTCHURCH SCHOOL Christchurch School’s local-to-global place-based program (“place-based program”) is unique in that it has been crafted entirely by the school so as to take advantage of the many resources available to the school locally, nationally, and internationally. This means that Christchurch’s four-year progression of placebased experiences breaks the mold and does away with many of the preconceived notions of what traditional place-based education is and means. This place-based program is situated within the larger context of the school’s rigorous and integrated skills-based curriculum (“Great Journeys curriculum”).

Christchurch has created a rich place-based program that has the breadth and depth to authentically incorporate each of the school’s grade level themes and academic objectives (discussed more throughout), all within the Great Journeys curriculum. Emerging from this experience, our students are ready to face the world as compassionate and engaged global citizens.

Today, our daily view of the river has become a consistent reminder of the communities that we study and impact here in our local county, as well as those found upriver, downriver, around the Chesapeake Bay, and throughout the world.

As a result, our students graduate with a broad vision that allows them to learn how to understand the many ways they can impact not only their communities, but truly the world-at-large. Within our Great Journeys curriculum, each student follows the same foundational journey, the framework of which is comprised of the following components: IMMERSION TRIPS | SUSTAINABILITY | GLOBAL EDUCATION ADVENTURE TRIPS | RIVER & OUTDOOR | PEAC

MISSION Christchurch inspires and guides each student’s unique journey to self-confidence, purpose, and identity. Within a caring, structured community, students discover their infinite value and develop the skills to become compassionate, successful, and engaged global citizens.

CURRICULUM Great Journeys is the name of our innovative place-based, college-prep curriculum with a forward-looking perspective.

Our curriculum teaches students how to collaborate, problem solve, and use evolving technology as a creative tool.

Our students develop the critical thinking skills that prepare them for college courses and careers, including those that don’t yet exist.

Our curriculum takes full advantage of our location on the Rappahannock River, near the Chesapeake Bay. Each respective watershed serves as a living classroom where our students participate in experiential learning that is not duplicated by any other school or program. Our students are better prepared to wrestle with and solve problems – whether they be local, national, or global – because of the problem-solving skills they develop here. At the same time, they acquire a deep and authentic understanding of how they are connected to not just their local communities, but to the entire global community. From the Rappahannock River’s origins in the Appalachian Mountains to its entry into the Chesapeake Bay, our students are there exploring, investigating, learning, inquiring, and sharing perspectives while also acquiring new perspectives.

INTEGRATED

We integrate our curriculum to help students see connections, analyze them, and then act upon them. Integration helps students make connections between data and disciplines in a meaningful way so that they can see why we study a topic while also learning about its realworld application. Integration occurs between academic disciplines, between the classroom and the world and within the world, and lastly between different program areas of the school.

PLACE-BASED

The Rappahannock River, its diverse watershed, and the Chesapeake Bay estuary, provide unparalleled opportunities for our academic curriculum, both physically and thematically.

Physically, our place provides resources for placebased education in and across all disciplines.

Thematically, the river and its connection to the Chesapeake Bay and the broader world serve as a metaphor for the growth our students experience as they navigate the journey to self-confidence, purpose, and identity. These resources provide place-based learning opportunities which allow for local, regional, and global focus, so that placebased education is not just about the local region but also about understanding place as a concept and how issues surface and interact.

Place-based education occurs both inside and outside the classroom.

Inside the classroom our students engage in units of study that examine local, regional, and/ or global issues, with a particular focus on the interaction between the issues studied and the people and locations, as well as a focus on the parallels between different places.

Outside the classroom, our students engage in experiential education, which allows them to have immediate, high-impact experiences with local people and geographic areas, along with their local and global issues. Some examples of this powerful approach are our Immersion Trip program and our Place-based Extensions of the Academic Classroom (PEAC) program.

IMMERSION TRIPS

Immersion trips are an essential part of our place-based and integrated approach to education. Each grade level experiences its own three-day off-campus Immersion Trip that is inspired by that grade-level’s yearlong theme.

The progression of themes and the accompanying focus of each Immersion Trip allows the students in each grade to use the concept of ‘place’ to better understand what it means to be a citizen locally, nationally, and globally.

9th GRADE THEME: TIDEWATER Our Place, Our Selves, Our Community. How can an appreciation & awareness of our local place foster a sense of self and community?

The 9th Grade Immersion Trip explores and investigates the Dragon Run watershed, various local Middlesex County communities, the town of Urbanna and Urbanna Creek, and the mouth of the Rappahannock River. While each of these places is distinctly different, they are very much connected and interdependent because they each have amazing natural and social resources that, when understood as a whole, speak to the significance of our local place. Our aim on this Immersion Trip is to use this experience to reflect on the trip’s big question: “How can an appreciation and awareness of one’s local place help foster a sense of self and community?” This trip is physically demanding, as it involves camping, canoeing long distances, and fully immersing in the natural and social environments that are within a mere 15 miles of the school.

10th GRADE THEME: RIVER Many Places, Many Selves, Many Communities. In historical regions, to what extent does one community’s needs and wants impact another’s?

The 10th Grade Immersion Trip expands the scope and geography of the 9th Grade Immersion Trip to include places, selves, and communities throughout human history, while also asking fundamental questions about what it means to be a self in different communities. The 10th Grade class will investigate the Rappahannock River watershed between the mouth of the river and the headwaters of the Blue Ridge Mountains, and the Shenandoah National Park in order to have a tangible understanding of how one community impacts another environmentally, equitably, and economically.

11th GRADE THEME: ESTUARY Our Selves, Our Nation.

To what extent do the desires of individuals and groups conflict with priorities of the nation?

12th GRADE THEME: WORLD Our Selves, Our World. How can perspectives & actions of individuals, communities, and nations impact our world?

The 12th Grade Immersion Trip focuses on self in relation to society globally, and again in relation to one’s local place. Field experiences emphasize international connections and the realities of a post-colonial, 21st century world. Our 12th graders travel to and investigate Great Falls National Park, The Mather Gorge, the C&O Canal, and Old Town’s waterfront (located in Alexandria, VA). Our 12th graders also travel to Washington D.C. to investigate and experience reputable international organizations as they relate to community health and sustainability. This Immersion Trip concludes with a trip along the banks of the Potomac River, focusing on opportunities related to sustainability and community engagement, with the ultimate end of providing a capstone to the ultimate goal of our entire educational program: to create compassionate and engaged global citizens.

The 11th Grade Immersion Trip explores and investigates the unique, isolated tidewater community on Tangier Island in the heart of the Chesapeake Bay. This community directly and indirectly reflects the cumulative impacts of the Chesapeake Bay’s 64,000 square-foot mile watershed/drainage basin that is home to more then 18,000,000 people. That reality, combined with Tangier’s rich heritage, complex ecology, depressed economy, climate change, and governmental regulation and assistance, provides our 11th graders with rich subjects and resources to help them better reflect on and grapple with their Immersion Trip’s central question: “In the United States, conflicts often arise when the needs and desires of an individual, or a group, community, region, or state is in direct opposition with national priorities. “Throughout your exploration of Tangier Island, where did you see conflict between the needs and desires of the Tangier community and those of the United States? How do the struggles and issues that you observed on Tangier help you better understand the conflicts occurring in our community, region, and/or country?”

THE GOALS OF THE IMMERSION TRIPS To have a positive, thoughtful, and engaging grade-level experience in the setting of our themes.

To provide a logical flow of thematic real world grade-level experiences that both students and teachers can relate to within all disciplines.

To build cross-curricular skills, particularly the curiosity and desire to confront and solve problems inside and outside the classroom.

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Chesapeake Bay Watershed CHRISTCHURCH SCHOOL IMMERSIONS TRIPS Each grade level takes a multi-day off-campus immersion trip during the school year. These trips are intended to integrate skills and content from across academic disciplines, reinforce the school’s core values, provide hands-on experiences that create real world connections, and build reflection and problem solving around grade-level points of conflict. The immersion experience intentionally brings relevance to classroom skills and content and also builds relationships between students and place, students and teachers, and students to students.

This watershed model shows how water moves downhill through streams, rivers, and the ground toward the bay.

FOUR-YEAR PLACE-BASED FLOW: NINTH GRADE: Local Tidewater Virginia - Dragon Run, Head of the Piankatank River and the mouth of the Rappahannock River.

TENTH GRADE: Rappahannock River Watershed - Journey from the headwaters to the Chesapeake Bay. ELEVENTH GRADE: Chesapeake Bay Watershed - Tangier Island and Reedville.

TWELFTH GRADE: Global Sustainability - Potomac River and Washington D.C.as indicators Printed on Recycled Paper

CHRISTCHURCH SCHOOL Great journeys begin at the river

GLOBAL EDUCATION Our Global Education Program is designed to increase student understanding of and engagement with the international community through curriculum-driven travel and active relationships with communities around the world. Our students embed in rural communities around the world, living and working alongside local residents. Together, the residents and our students work on service projects.

What sets our Global Education Program apart is that we design, scaffold, facilitate, and embed the entire experience in-house, without any third party interference or restrictions. Importantly, this has allowed us to foster many rich and ongoing international relationships that serve as the cornerstone of our Global Education Program. These relationships, which comprise the foundation upon which this program is built, ensure that our trips are safe, authentic, unique, and honest.

Our Global Education Program is fully integrated with our placebased programs, our rigorous academic curriculum, our Core Values, and our Mission Statement – all of which our students experience. This means that they are able to build off of the experiences, relationships, knowledge, skills, and connections they have forged – whether inside or outside the classroom.

Recent Global Immersion Trips have taken students and faculty to international destinations including India, Senegal, Guatemala, Germany, and China.

PEAC PROGRAM PEAC stands for our “Place-based Extensions of the Academic Classroom” program. We believe that lessons outside of the classroom in and around our local natural environment are an important component of ALL classes – whether they be science, English, math, foreign language, etc. Our PEAC program provides our students with hands-on projects and experiences that teach and foster creative outside-of-the-box critical thinking, data collection and analysis, and problem solving. Every Christchurch student participates in the PEAC program.

The objectives of our PEAC program are as follows: • Provide support for teachers that wish to use the natural/social resources in our region to enhance their classroom effectiveness and relevance.

• Break down the walls of single-teacher classrooms.

• Provide academically focused extensions of the Immersion Trips, grade-level themes, and Point of Conflict to further the school’s mission.

Examples of PEAC

9th grade history students focus on four perspectives from the 17th century.

We visit a local farm to take on the perspectives of Native Americans, explorers, land-owning Europeans, and slaves.

Varsity basketball players hike the headwaters of the Rappahannock (Old Rag Mountain), a metaphor for their team and season.

Theology classes contemplate the perspectives of a native, a theologian, and a philosopher at Rosegill Farm’s beach.

Classes explore Dragon Run to learn about a non-tidal freshwater wetland.

Senior honors history students visit John Koontz’ Piankatank River aquaponic farm to focus on evolving priorities regarding sustainability and capitalism.

ADVENTURE TRIPS Weekend Adventure Trips expose students to the rich natural, social, and economic systems that can be found throughout both the Rappahannock and Chesapeake Bay watersheds. Our Adventure Trips explore everywhere from the beautiful, clear flowing headwaters of the Blue Ridge Mountains, across the pastoral hills of the Piedmont plateau, and finally down into Virginia’s low country and the Chesapeake Bay. One weekend, students might hike mountain trails and camp on a 200-year-old Appalachian farm. On another they whitewater raft and learn about the Battle of Fredericksburg, while on yet another they will shake hands with a waterman on Tangier Island whose family has been depending on their small community and the bounty of the Chesapeake Bay since the 17th century. Adventure Trips are action-packed and designed to evoke curiosity, friendships, and connections to our place on the river.

RIVER AND OUTDOORS CO-CURRICULAR PROGRAMS For over a decade, Christchurch students have enjoyed our two River and Outdoor co-curricular (after school) programs. The two programs, Living Campus and River Immersion, respectively, are designed for those students who wish to delve deeper into their connection with the Rappahannock River and our place in its watershed.

Living Campus provides students with hands-on projects that are focused on making positive impact on the local community and the environment.

From organic agriculture to innovative oyster aquaculture, Living Campus constantly seeks out ways to improve our quality of life alongside water quality.

River Immersion is designed to explore the natural wonders of our Tidewater region, while building outdoor skills. Here, our students become accomplished canoers, shallow water anglers, explorers, observers, and conservationists. An important feature of this program is its emphasis on enhancing our school’s environmental connection to the river.

SUSTAINABILITY Sustainability is one of our school community aspirations, and it is built into all aspects of our curriculum and programming. Christchurch embraces all aspects of sustainability – i.e. equity, the environment, and economics. We strive to not only educate our entire community about how to reduce our impact on the environment, but also about how our actions impact/implicate equity and economics – both locally and globally.

By infusing sustainability into our local to global place-based curriculum, our community engages with the world through rigorous academic complexity and genuine empathy. Using the sustainability tool below our students are able to understand impacts and are opened up to incredibly fulfilling opportunities that are yet to be discovered in the rapidly changing world.

TWO EXAMPLES OF OUR MANY SUSTAINABILITY INITIATIVES: 1. OYSTER RESTORATION & CANS FOR OYSTERS! Christchurch School runs and maintains its own oyster farm, which is located on campus at our waterfront pavilion. It is also a licensed, commerciallysized shellfish shipper. The school purchases young oysters from a hatchery and then grows them in our own system until they are large enough to place in the river. Students learn that a mature oyster can filter up to 50 gallons of water each day, and so we use money the students get from recycling cans to purchase oyster spat for our oyster farm. As the oysters grow, our students sort and clean them, and they also make sure they have a high flow rate of water and enough room to grow. In addition to following the oysters from the larval stage to market, our students help create, build, and improve the systems and equipment used by the farm, while also learning and making connections between themselves, the classroom, the economy, culture, and the environment.

2. TREE PLANTING PROGRAM Chistchurch teachers and students actively work to restore our grounds to an environmental sustainable standard wherever possible. We realize that our impacts on the Rappahannock River and Chesapeake Bay are buffered by the complex root system of our forest and that these systems are critical habitat for the abundance of diverse upland wildlife in the tidewater.

Over the years CCS has consistently converted unused open land to native hardwood forest. Just last year teachers and students planted over 200 native hardwoods on campus! There is know a 9th Grade Grove, a 12th Grade Grove and a Centennial Grove. In true CCS fashion, teachers linked their tree planting to their classrooms in order to bring great reliance and power to their different disciplines. This is an excellent example of an on-campus P.E.A.C.!

CCS PARTNERSHIPS: LOCAL, NATIONAL, AND GLOBAL We Have Partnered With the Following Entities/Individuals For Our Integrated Place-based program, including our PEACs, Adventure Trips, Immersion Trips, and Global Ed Program: World Resources Institute; Washington College, Center for Environment and Society; ACRE Investments; US Forest Service International; Tetratech; National Geographic Society; Conservation International; CGAP/World Bank; Sultana Educational Foundation; Echo Hill Outdoor School; St. Paul’s Episcopal Church, Old Town Alexandria; Chesapeake Bay Foundation; Shenandoah National Park; Mountain Laurel Montessori Farm School; Belle Meade Montessori School; Mount Vernon Farm; Rosegill Farm; Rappahannock Oyster Co. and Merroir Restaurant; Something Different Restaurant; Larry Chewning, local historian; Water Penny CSA Farm; Friends of the Dragon Run; Friends of the Rappahannock; Belle Isle State Park; Irvington Steamboat Museum; Historic Christchurch, Weems, Virginia; Dayspring CSA Farm; Polyface Farm; Corbin Hall Farm; Parrott Island; Pitts Lumber Co. Inc.; Sherman Holmes, legendary local blues musician; Tangier Island Museum; Hilda Crockett’s Chesapeake House; Reedville; Fisherman’s Museum; Tangier Methodist Church; Tangier Combined School; Historic Williamsburg ; Historic Jamestown; C & O National Park ; Virginia Fish and Wildlife; Port Royal Historical Society; Local Rappahannock Watermen; College of William and Mary; The Virginia Cities/Towns/Counties of Deltaville, Topping, Urbanna, Hartfield, Saluda, Tappahannock, Port Royal, Fredericksburg, Remington, Sperryville, Reedville, Jamestown, and Williamsburg; Shenandoah National Park; Tangier Island, Va; Chickahominy Tribe; Washington, D.C.; Woodstock School, Mussoorie, India; SEWA Bharat; Fundacion de Antropologia Forense de Guatemala (FAFG); ARCAS Guatemala; International School of Dakar; LORENTZ; Mesoamerican Permaculture Institute; Meneses Coffee.

This infographic is intended to demonstrate how Christchurch School strategically designs place-based experiences. While different place-based programs logically focus on specific aspects of this pie chart, it is our aim that through experiencing our breadth of programs, each student develops a deep understanding of their place. We believe that it is through this holistic mindset that students gain a sense of agency as they mature towards becoming compassionate and successful local to global-minded citizens.

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