Make your own free website on Tripod.com

Margaret Ball EDMT 380.03 Fall 2004

Project Two

Treatment

rule

Working Title: The Homestead Act
Genre: Non-Fiction Documentary
Producers: Created by the Students
Situation: The students are a family of settlers from 1884 who are making a multimedia time capsule and each group will research a specific topic involved in their settling such as the Homestead Act, reasons for migration, ways they migrated there, and what they needed to survive when they got to their destination.
Length: 90-120 seconds

Our intended audience is the students in sixth grade in 2004 to teach them about what it was like to be a frontier settler. The students of 2004 will have some background knowledge but would like to learn in more detail about the history of the west. It will make lessons more interesting if the information is in the form of personal experiences that can relate historical facts of the time period.

The video will include photographs, historic documents, and personal accounts in the form of diaries or journals of homesteaders. Different members of the settler family will narrate an account of their version of the hardships and experiences of frontier life in the year 1884. Music reminiscent of the time period will accompany the video and narrations will be appropriately added throughout.

The video opens with the Fair Use statement that dissolves to a black screen. The black screen holds for one-two seconds and then dissolves into what looks like a historical document representing the Homestead Act with a narrator describing what the Homestead Act said. This dissolves into the title screen.

Scene Sequence 1 starts with pictures cutting in and out and statistics about the type of people who took up the offer of the Homestead Act and actually survived the five-year requirement to secure ownership of the land. It will continue with narrator readings from letters of Homesteader's about establishing ownership of their land.

Scene Sequence 2 shows photographs of a typical Homestead with music reminiscent of the time period with captions describing the typical Homestead. Narrator reads Homesteader letters describing their homes and land. For example, letters describing a one-room log cabin with cast iron stoves, sleeping quarters and the amount and types of land they had.

Scene Sequence 3 starts with a video clip showing the inside of the log cabins including the outside and animals. The narrator then will tell about what was necessary in order to have a successful homestead including family roles, chores and animals.

Scene Sequence 4 describes the supplies necessary for the Homesteaders and shows a supply list from a letter that people needed to take with them and to maintain them once they were there. Pictures will cut in and out. A video clip will be shown of a mercantile where Homesteaders got their supplies. A narrator will give statistics about how often the Homesteaders were able to get to the mercantiles.

Scene Sequence 5 shows pictures of remains of Homestead's that still exist and the kinds of towns that resulted and are still in existence today. The narrator will talk about what is left of the Homestead's.

The iMovie ends with a dissolve to the end credits, reference list and then to black.

rule

| Draft Lesson/Unit Plan Outline | Treatment | Storyboard/Script | Final Lesson/Unit Plan Outline |

| Main | Project One | Project Two |

 

Date Updated December 10, 2004
Contact me at Ballma@uwec.edu