Curriculum and Goals

 The goals of this project are to instill an attitude that individuals can make a difference and have a positive impact upon a community as well as to strengthen academic skills in science and technology, English language arts, history and social science, and health.

 

Student projects address problems such as homelessness, elderly issues, domestic violence, environmental concerns, child care, animal abuse, teen pregnancy, gang violence, illness, mental and physical challenges, etc.

 

Curriculum Requirements:
During a four-month period (January - April), students are given the following curriculum requirements :

 
  • identify a community need
  • state a goal
  • work with an adult advisor
  • implement a service project
  • complete weekly requirements for evaluation
  • use classroom time well
  • research and write, in paragraph form, information about organization being helped
  • demonstrate teamwork
  • complete research paper on a related issue
  • demonstrate an understanding of digital editing using the computer (Avid Cinema or iMovie)
  • produce a multimedia infomercial
  • write a reflective essay on the project
  • make a display demonstrating the process of the project
  • demonstrate the ability to verbalize project results at a school showcase
  • create part of a community website

 

Assessment is done in a variety of ways:
  • weekly written evaluations by teachers
  • review of teams' records and research reports by teachers, advisors, and community professionals
  • feedback from community organizations and adult advisors
  • interviews of team members and a judging of multimedia displays at a school showcase
  • feedback from community after infomercials are viewed

 

This program helps to improve skills in communication (both written and verbal), research, computer and video technology, civic life and in facilitating a healthy, safe and supportive community. It is a perfect example of using a multisensory approach that addresses the multiple intelligences:

  
  • verbal/linguistic learners do especially well writing research papers and speaking about their project.
  • logical/mathematical learners keep good track of fundraising expenses and profits, conduct surveys and chart results.
  • visual/spatial learners make attractive displays and eye-catching graphics for the videos and websites.
  • kinesthetic learners enjoy doing activities with clients at community organizations, acting in infomercials, and organizing active fundraisers.
  • musical learners use music well to enhance videos or to brighten the lives of community members.
  • interpersonal learners are the forces behind good community service team dynamics.
  • intrapersonal learners are those who choose to set individual goals for service.
 

 

Butler Youth Leaders
History of the Community Service Curriculum

1992-1993

  • became part of the Family Consumer Science curriculum called Fleet Youth Leaders because of partnership w/ Fleet Bank
  • 7 Fleet Bank adult advisors
  • 39 student teams
  • service and fundraising
  • handwritten reports
  • some teams had photos
  • some teams made videos (edited by teacher)
  • classes met 1x per week
  • Fleet Bank provided awards
  • top team had fieldtrip to state competition (JFK Museum / Library)

1993-1994

  • same format as previous year
  • 42 student teams

1994-1995

  • same format as previous two years
  • 51 student teams

1995-1996

  • moved to FCS / Humanities curriculum
  • team-teaching with Computer Technology Teacher
  • classes met 5x per week
  • became Butler Youth Leaders
  • 46 student teams
  • research reports done with computer wordprocessing
  • student-edited videos using VHS video editing processor
  • multimedia infomercials produced (combining video, computer-generated titles, still pictures, music and voiceovers)
  • first in-school Carnival to raise funds for service organizations
  • school provided awards
  • fieldtrip for top 7 teams to JFK Museum / Library & Quincy Market

1996-1997

  • same format as previous year
  • added Intranet and Internet capability as research tool
  • 52 student teams
  • fieldtrip for top 9 teams to B.U. Grad. School of Communications

1997-98

  • same format as previous two years
  • added digital video editing on computer (AVID CINEMA)
  • 8th gr. student team did a TV show in Cambridge demonstrating AVID
  • added web page design
  • 58 student teams

1998-99

  • expanded digital video editing to 7th grade
  • some 8th grade teams added computer-generated cartoons to their videos
  • fieldtrip for 25 exemplary students to the newly digitized studio of Channel 7 Boston (WHDH)
  • 62 student teams

1999-2000

  • digital editing expanded to include both AVID CINEMA and Apple's iMOVIE
  • student video options expanded to include CD-Rom format in addition to VHS cassette format
  • student teams have the opportunity to apply on-line for mini-grants through a Butler school partnership with KIDS ENERGY
  • Butler Youth Leaders website is created

2000-2001

  • Butler Youth Leaders Program is invited to enter the Global Junior Challenge (Worldwide Educational Technology Competition)
  • Out of 588 projects from 49 countries, the Butler Youth Leaders Program is chosen as a finalist
  • The BYL Program participates in the "Youth into the Digital Age" Conference in Rome, Italy
  • The BYL Program is invited to interact online with many of the international participants in Rome
  • Butler Youth Leaders Program is invited to enter the "Stockholm Challenge" (Worldwide Technology Competition)
 
 
 

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