Why we have theme studies

By Susan Joling

Theme studies are an important part of the Chugach curriculum. This approach to learning addresses 21st century skills, interdisciplinary study and individual student interests. Projects and problem-based learning are keys to 21st century learning. Theme studies provide a venue for the “4 C

ʼs” of the 21st century learning and innovation skills of critical thinking, communication, collaboration and creativity. Consider how the 4 Cʼ

s are woven into two theme-based projects in the intermediate grades.

At Chugach, third and fourth graders become castle engineers as they apply what they learned during their Medieval Studies to a historically accurate depiction of a community living space for those times. Those duct-taped, sometimes edible, sometimes astounding architectural feats tell a story of applied learning, problem solving, and planning a project from beginning to end. Never mind the thoughts of a few parents who stayed up late with their castle builders: Can I sell this to a primary parent in the name of recycling??

Another third/fourth theme, Alaska Studies, starts with an “essential question” connected to our state

ʼs history: How did Alaskansʼ

environment shape their customs, beliefs and traditions? To answer this question with deep understanding, students must study Alaska geography, Native ways of knowing, Alaska history, ethnobotany, and traditional Alaska art forms. They must read, write, speak, and listen to create scripts for their Native village performances. They must collaborate and think creatively to communicate their understanding through their presentation. Responding to the essential question requires “uncoverage” of a theme rather than coverage. Depth and complexity supersede coverage. Leading with a question encourages students to tailor their own interests within the theme by asking more questions.

Theme studies not only provide interesting contexts for learning but weave in many content areas. It isnʼt the nature of knowledge to be divided into little compartments called content areas. No subject is an island. By stressing connections across the curriculum and using themes, learning becomes more engaging and meaningful for students.