Exploring the early North Carolina moving picture theater experience in the early 1900s through the Bijou Theatre, Wilmington, North Carolina's first moving picture theater

Introduction  |   Day 1  |   Day 2  |   Day 3  |   Day 4  |   Final Project  |   Learn More

Final Project

The teacher can choose to allow students to complete this project individually or in groups.

Options:
1a. The assignment is for the student to build some sort of project that compares and contrasts the Bijou moviegoing experience between 1906 and 1912+. The teacher can make this as free-form as they prefer, allowing students to prepare whatever type of representation they want, or the teacher can constrain the project and ask students to do something like a two-column compare/contrast, a timeline, annotated photographs or articles. The teacher could constrain the project to something like a top-5 or top-10 list. Encourage students to identify / differentiate / distinguish between aspects that are explicitly presented from the sources from inferences or conclusions that they are drawing from the available materials. You may want to encourage students to visit the Wilmington page of the Going to the Show website if they are interested in exploring more news clippings or advertisements on their own (http://docsouth.unc.edu/gtts/map/?city=wilmington ).

1b. The assignment is for students to compare / contrast moviegoing at the Bijou Theatre in the early 1900s with moviegoing today. What aspects of the original Bijou Theatre are still around in today's moviegoing experience? What aspects of the renovated Bijou Theatre are still around in today's moviegoing experience?

2. The student is to prepare a brief (1-3 minute) presentation that summarizes the most significant similarity and the most significant difference, and why this is significant to him / her.

ASSESSMENT
Assessment will be based on the student's body of work throughout the lesson. Teachers can determine how much weight each part of the lesson and what specific rubric to use based on their own teaching / learning priorities and classroom practices. The following questions will help you think about how to assess a student's work for various parts of the lesson:

Discussions & Classroom Activities:

• Did the student contribute frequently and thoughtfully to class discussion?
• If group work was a part of the lesson, did the student cooperate and do their fair share of the work?

Image Analysis Worksheets:

• Did the student identify significant details in the photographs?
• Did the student draw reasonable conclusions from the details they observed?
• Did the student interpret the photographic evidence thoughtfully?
• Did the student write down his/her observations carefully and in detail that could be used for later analysis?

Freewriting:
Freewriting shouldn't be graded on grammar, spelling, organization or content - rather students should be evaluated on whether they seem to have engaged with the task at hand and tried to use the time to productively generate and record their ideas in written form.

Final Project:

• Did the student successfully identify common elements?
• Did the student successfully identify differentiating or distinguishing characteristics?
• Did the analysis demonstrate thoughtful analysis of the contexts being compared?
• Did the student distinguish differentiate between explicit characteristics (you may want them to cite a source to reinforce) and their own inferences and conclusions?
• Was the student able to articulately summarize the key differences in written and verbal forms?

Introduction  |   Day 1  |   Day 2  |   Day 3  |   Day 4  |   Final Project  |   Learn More