[Bob Rowen]

Bob Rowen’s Writes Great Hope/Fear!

What I learned in doing this assignment: In developing endless possibilities of “hope/fear” moments for my screenplay, I learned that these emotional shifts are critical in maintaining tension and engagement throughout the story. Each moment of hope creates the potential for a turning point, while each fear heightens the stakes and deepens the conflict. Exploring these possibilities allowed me to better understand how small changes in events, decisions, or character actions can ripple through the narrative, influencing the overall arc and keeping the audience on edge. This process taught me the importance of balance—how hope and fear must constantly compete, driving the story forward and revealing new layers of complexity.

High Concept: Wade Meadows, a falsely accused high school social science teacher, fights to survive a conservative backlash and politically charged, rigged termination hearing.
Conflict: Wade Meadows faces a hostile school board president, Ken Franks, who is determined to impose his worldview and will stop at nothing to ensure Wade’s dismissal.
Reason for Containment: In order to accommodate a public venue, Wade’s dismissal hearing takes place in the town’s Community Hall (utilizing the parking lot, foyer, conference room annex, and the large auditorium).
Characters:
• Wade Meadows: (protagonist) An idealistic teacher, blissfully unaware of the complex politics in the public- school environment. Initially, he is driven purely by his passion for education and his desire to inspire his students, but he soon finds himself overwhelmed by the bureaucratic and political challenges that threaten his idealistic vision.
• Ken Franks: (antagonist) The powerful school board president with an agenda of his own. In the final analysis, Franks was placed on the board of trustees by powerful, influential people who expect him to do their bidding.
• Peter Swayze: (co-antagonist) The vice principal with a hunger for success that borders on desperation, fueling his ruthless tactics and willingness to betray even those closest to him.
Transformational Journey: Haunted by his past silence about a Marine cover-up, Wade’s journey is about finding his voice in order to do the right thing this time, culminating in his refusal to back down, even when pressured by political forces, choosing to speak out no matter the personal cost.
THE INFINITE POSSIBILITIES — HOPE/FEAR
ACT 1
Hope: As teacher Wade Meadows enters the parking lot, he sees a group of students and parents gathering in support, making him feel reassured that he isn’t standing alone in the battle ahead.
Fear: As he approaches the entrance to the Community Hall, he notices the far-right powerbrokers that are visibly confident, chatting easily with Ken Franks, school board president, which makes him fear that they’ve already set things in motion behind the scenes.
Hope: A few students and parents wave encouragingly, making Wade believe that his openness and honesty will sway the tide of public opinion.
Fear: Whispers of “indoctrination” and more sinister accusations circulate in the crowd, signaling to Wade that the hearing may turn into a spectacle driven by misinformation.
Hope: Wade overhears a conversation between two parents discussing the importance of standing up for truth and how they plan to speak in his defense.
Fear: He overhears another parent grumbling about “radical teachers” and realizes that preconceived notions might cloud the judgment of many attending the hearing.
Hope: The presence of some media representatives gives Wade hope that transparency will lead to a fair hearing and exposure of the truth behind the accusations.
Fear: As more conservative media outlets arrive, Wade fears they will spin the hearing to suit their narrative, damaging his reputation regardless of the facts.
Hope: Wade spots his most outspoken students entering with their parents, who have come to support him, boosting his morale.
Fear: Wade’s confidence wavers when he notices Peter Swayze, vice principal, exchange nods with one of the ultraconservative powerbrokers, signaling that a coordinated effort may be in play to discredit him further.
Inciting Incident
Hope: As Franks begins outlining the charges, Wade hopes the absurdity of the claims will make them easy to refute.
Fear: The way Franks presents the accusations, tying them to emotional and political rhetoric, makes Wade fear that the hearing won’t focus on facts but rather on whipping up public outrage.
Hope: Wade shares with his representative that his prepared defense will dismantle the “indoctrination” claims with logical arguments and examples from his curriculum.
Fear: Wade begins to worry that the charges have been framed so simplistically that the nuances of his defense may get lost in the noise, leading people to see him as guilty by default.
Hope: When Wade’s representative begins challenging the school board’s procedural violations, he feels a glimmer of hope that the hearing may not proceed as smoothly for his adversaries.
Fear: Franks dismisses these procedural concerns, moving forward with confidence, making Wade fear that the board members have already made up their minds.
Hope: Wade anticipates that his student witnesses will provide honest, heartfelt testimonies that will sway public opinion in his favor.
Fear: The moment Franks starts emphasizing the importance of “protecting children from political agendas,” Wade fears that his students may be dismissed or discredited for being too young to “understand” the situation.
Hope: Wade expects that the exposure of the charges to the public will generate sympathy and spur his supporters into action.
Fear: Wade fears that the charges, once heard, might solidify the biases of those who already oppose him, making it impossible to win over the community.
Turning Point
Hope: By making the hearing public and bringing student testimonies to the forefront, Wade hopes to show the community the real impact of his teachings.
Fear: Wade begins to worry that the transparency he sought may backfire, especially if his students are too nervous or emotional to deliver their testimonies convincingly.
Hope: Wade’s hope grows when several parents express their consent for their children to testify, indicating that they trust him and believe in his innocence.
Fear: Wade fears that Franks influential allies will start pushing parents to withdraw their consent, leaving him with fewer student voices to defend him.
Hope: Wade has a solid legal strategy and believes transparency will force at least some of the board members to reconsider their biases.
Fear: The possibility that the school board president has already manipulated key witnesses or used political connections to sway the outcome begins to gnaw at Wade.
Hope: Wade believes that the public hearing will highlight the discrepancies in the school board’s actions and bring forth evidence of the smear campaign.
Fear: Wade fears that the public spectacle could drown out the facts, turning the hearing into a battle of ideologies rather than a search for truth.
Hope: The presence of students from diverse backgrounds gives Wade hope that their testimonies will break down the board’s narrow, one-sided narrative of “indoctrination.”
Fear: Wade worries that the students might be seen as pawns in his defense and that their voices will be discredited as being “coached” or “manipulated.”
Act 2
New Plan
Hope: Wade hopes that uncovering the full extent of the smear campaign will expose the political motivations behind his dismissal.
Fear: Wade fears that the smear campaign may run deeper than he realized, involving powerful community members who could retaliate against those who try to speak out.
Hope: Wade’s legal team uncovers evidence linking the smear campaign to a local PAC (Political Action Committee), and he hopes this revelation will sway the board to reconsider.
Fear: Wade begins to worry that even if the smear campaign is exposed, the community’s divisions may be so deep that the truth won’t matter.
Hope: Wade plans to use testimonies from his guest speakers to demonstrate that his curriculum is balanced and non-partisan.
Fear: Wade worries that the guest speakers themselves may be smeared, painted as biased or part of the same “radical” agenda.
Hope: Wade feels confident that his influential guest speaker will provide a turning point in the case, given their strong standing in the community.
Fear: Wade starts to fear that the guest speaker may back out under pressure from local business leaders or political figures, leaving him without a key piece of his defense.
Hope: Wade’s students’ willingness to testify gives him hope that their voices will show the positive impact of his teachings.
Fear: Wade fears that the school board president will use his influence to block the most critical student voices from being heard.
Hope: Wade’s legal team uncovers emails linking the school board president to an orchestrated smear campaign, solidifying their case.
Fear: One of Wade’s most important student witnesses, who had been outspoken in his favor, goes silent when approached to testify, raising concerns that they have been intimidated.
Hope: One of the guest speakers, a prominent local figure, is planning to provide additional evidence that could turn public opinion in the Wade’s favor.
Fear: Wade learns that community influencers are planning a counter-narrative to discredit the testimony of his students and guest speakers.
Hope: A parent who had previously been on the fence joins Wade’s side, expressing support for transparency and a fair trial.
Plan in Action:
Hope: As the community gathers in the auditorium following a recess, Wade notices several supporters among the crowd, offering emotional strength.
Fear: One of Wade’s guest speakers informs him of threats he’s received, creating fear that key testimonies may be compromised.
Hope: Wade’s representative finds a way to admit crucial evidence, despite objections from the school board president’s legal team.
Fear: Wade notices the school board president confidently addressing the crowd, gaining visible approval from the audience.
Hope: A late arrival, an influential former student, shows up to offer surprising and unexpected testimony in Wade’s defense.
Midpoint Turning Point:
Hope: Wade’s representative argues that blocking the school board president’s daughter from testifying violates free speech, causing a stir that might work in their favor.
Fear: The school board president’s refusal to let his daughter testify makes Wade fear that his case will lose its emotional weight.
Hope: The mother of the school board president’s daughter insists on her daughter’s right to testify, creating a rift within Frank’s camp.
Fear: The public starts to lean toward the school board president’s side after the exclusion of the student witness, swaying opinion further against Wade.
Hope: During a recess, Wade’s students rally outside the hall, chanting in support of Wade and demands to freely testify, giving him renewed faith that public opinion may still be swayed.
Act 3
Rethink Everything:
Hope: The school board president’s daughter takes a bold stance; to reveal publicly that she has information about her father’s manipulation, shocking the audience and causing Wade to feel reinvigorated.
Fear: Wade starts receiving texts from students expressing doubt about his case, suggesting they all need to testify.
Hope: During a break, a well-respected journalist in the audience approaches Wade with interest in covering his side of the story in-depth, offering a potential shift in the media narrative.
Fear: Peter Swayze, vice principal, is accused of spreading false rumors about Wade’s personal life to further discredit him, making Wade question if he can handle the growing attacks.
Hope: One of Wade’s guest speakers shows up unexpectedly with new evidence that could change the trajectory of the case.
New Plan:
Hope: Wade finalizes his plan to publicly expose the conspiracy, confident that the truth will finally come to light.
Fear: Wade’s legal representative warns him that accusing the school board president publicly could backfire, causing the teacher to second-guess his strategy.
Hope: Wade is tipped off that a national education advocacy group is monitoring the case and may intervene with public support if the conspiracy is proven.
Fear: Wade hears rumors that key evidence might be suppressed before the final hearing, leading to doubts about whether the truth will ever be fully revealed.
Hope: Wade’s wife, previously wary of the consequences, offers full emotional support, giving him the strength to move forward with his bold plan.
Turning Point:
Hope: A last-minute guest speaker, a well-respected community figure, agrees to testify, partially filling the gap left by one of the original speaker’s withdrawal.
Fear: The pressure on one of the guest speaker increases, leading him to back out just minutes before the final phase of the hearing begins.
Hope: Wade’s last two classroom guest speakers provide bombshell testimony.
School Board Panic: The bombshell testimony causes chaos among the school board members, leading to heated arguments behind closed doors.
Hope: A community organization stands up to offer public support, helping sway undecided attendees toward Wade’s side.
Fear: Wade discovers that the school board president has planted a false witness in the final round of testimony, intending to further smear his name.
Hope: The school board president’s daughter sends a text message to her father threatening to go public with damning information about him if he doesn’t allow her to testify. She sends a copy of her text to Wade giving him renewed hope.
A Fantastic and Informative Student Demonstration: Wade’s students conduct a demonstration of what was covered in class.
Hope: Wade is encouraged by the audience response to the student demonstration.
Act 4
Final Plan:
Hope: Wade’s final statement is met with an emotional response from a couple of board members, who are visibly shaken by the truth he presents.
Fear: Franks ally, the Board’s clerk, dismisses Wade’s closing statement as a desperate act, and some of the audience seems to side with her.
A Terse Announcement: The Board’s clerk announces she has heard enough and demands the Board go into executive session and vote on Wade’s dismissal resolution.
Fear: The Board is likely to vote against Wade, leaving him with little hope for redemption.
Hope: Wade sees an undecided school board member deeply affected by his final statement, giving him hope that the vote might swing in his favor.
Climax / Ultimate expression of the conflict:
The School Board’s Decision: Wade is terminated! (by a 3-2 vote).
Hope: The community begins to turn against the school board president.
An Unexpected Surprise: A County Office of Education confidential employee announces publicly that Wade has been named the County’s “Teacher of the Year”.
Resolution:
The School Board’s Second Executive Session: Two members of the Board demand a second vote in another executive session and this time Wade is retained (by a 3-2 vote).
Hope: After the reversal of the board’s decision, Wade feels victorious and is uplifted by the announcement of being named “Teacher of the Year”.
Fear: The commotion following the reversal causes tensions to flare, and the school board president hints that the fight is far from over, making the teacher fear further retaliation.
Hope: The national press coverage begins to frame the teacher as a hero of intellectual freedom, suggesting his story has the potential to make history.
Fear: Despite the victory, rumors persist that the teacher will still face obstacles in his career, casting a shadow over his victory.
Hope: The press conference becomes an inspiring moment where the teacher reflects on the importance of truth and how this battle strengthened his resolve, leaving the audience with a sense of hope.

[Bob Rowen]

Bob Rowen’s 4 Act Structure

What I learned doing this assignment: In developing my 4-Act structure, I hopefully achieved my goal of pacing and layering tension through each act in order to sustain audience engagement.
Act 1 establishes the stakes, characters, and conflict, and the protagonist’s decision to fully expose his dismissal hearing.
In Act 2, the “Plan in Action” and the subsequent obstacles provided by the antagonists deepen the conflict, especially when the teacher faces unexpected roadblocks. I learned how vital it is to incorporate shifts in power dynamics, like the key witness being blocked in Act 2, which forces the protagonist to rethink his approach.
Act 3 provides the importance of a strong turning point—especially a setback—that drastically changes the protagonist’s strategy. This leads to the teacher’s decision to expose the conspiracy, reflecting a pivot from defense to offense.
In Act 4, I developed a climax that should be more than just a resolution of the immediate conflict; I wanted it to heighten the themes of the story—the political divides and manipulation at play. The final twist, where the protagonist is named “Teacher of the Year” right after the board votes for dismissal, reveals how adding a surprise element underscores the central message while keeping the resolution dynamic and satisfying.

Concept: A teacher faces a tense, public termination hearing where students, parents, and school board members clash over accusations of indoctrination, revealing deep-seated political divides.

Main Conflict: The teacher discovers a secretive, community-wide campaign to discredit him, leading to a tense confrontation in the town’s Community Hall, where the truth about his teachings is laid bare.

Act 1
• Opening: A teacher (protagonist) arrives at the community hall parking lot, where he is greeted by a small group of supporters including students and parents. The teacher sees the school board president (antagonist) in conversation with two ultraconservative powerbrokers and the vice principal (co- antagonist) who the teacher suspects is up to no good. Tension in the air–whispers about the hearing reach him.
• Inciting Incident: As he opens the hearing, the school board president lays out the official charges, including accusations of “indoctrination” and failure to follow the school district’s policies.
• Turning Point: The teacher commits to making his hearing public with selective evidence and testimony, hoping transparency will reveal the truth. He has arranged for students to be allowed with parent permission to testify at his dismissal hearing.

Act 2
• New Plan: The teacher has his legal representative dig deeper into the smear campaign. He begins organizing testimonies from his most outspoken students and three of his past classroom guest speakers; one of whom is very influential in the community.
• Plan in Action: The teacher’s dismissal hearing begins in the main auditorium, packed with community members. The far-right school board president opens with a confident speech about upholding educational standards based on his worldview.
• Midpoint Turning Point: One of the teacher’s key student witnesses, who happens to be the daughter of the school board president, is blocked from testifying by a last-minute technicality. The school board president says he did not give his daughter permission to testify. It’s a major blow to his defense.

Act 3
• Rethink Everything: The teacher starts to lose hope as the case seems stacked against him. Public opinion is beginning to shift due to the school board president’s influence. However, the daughter of the school board president steps up to bravely say that it was her mother who gave her permission to testify and the vice principal was fully aware of it.
• New Plan: The teacher decides to go all out in exposing the conspiracy. He begins drafting a statement that will blow the cover on the school board president and his political allies during the final round of testimonies.
• Turning Point: Huge failure / Major shift: The teacher’s influential guest speaker backs out, citing pressure from his employer. This leaves a gaping hole in his defense.

Act 4
• Final Plan: The teacher enters the final round of the hearing ready to take a huge risk. He presents his closing statement, where he reveals the smear campaign and accuses the school board president of manipulating the board.
• Climax / Ultimate expression of the conflict: The clerk of the school board has heard enough and demands a vote in executive session which results in a decision to dismiss the teacher by a 3-2 vote.
• Resolution: After the Board’s decision is announced, a parent who is a County Office of Education (COE) confidential employee demands to speak. She announces the COE has named the teacher as the County’s “Teacher of the Year”, making a public announcement that was actually scheduled for the following week. There is immediate commotion on the school board with two members demanding a revote which is finally taken and results and reversing the Board’s earlier decision by a vote of 3-2, but this time to retain the teacher. The final scene is a press conference in the parking lot by a national news network where the teacher talks about what took place and reflects on its significance.

[Bob Rowen]

Bob Rowen’s Delivering Multiple Layers!

In developing layers for my screenplay, I learned the immense value that depth and complexity add to storytelling. By exploring multiple layers within characters, locations, and plot elements, I gained a better understanding of how these hidden facets can transform a narrative from simple to multifaceted, creating intrigue, suspense, and emotional impact.

One of the key lessons I learned was the importance of subtext. Characters like Wade Meadows, whose past as a military reluctant whistleblower is concealed beneath his role as a teacher, highlight how secrets can drive motivation and shape the story in ways that aren’t immediately apparent. This made me realize how a character’s internal struggle, if kept hidden until the right moment, can give the audience a much richer experience when it’s finally revealed.

I also learned that adding layers to relationships—such as Amy’s secret alliance with Trevor—can create unexpected twists that redefine the dynamics between characters. In this case, the contrast between their public personas and their private conspiracy brings a new tension to the plot, allowing for moments of revelation that upend expectations.

Furthermore, developing these layers taught me the power of setting as a storytelling tool. The community hall, for example, is not just a physical location but a symbol of political maneuvering and hidden agendas. By giving deeper meaning to the places where events unfold, I realized that locations themselves could influence the mood and stakes of the scenes, becoming part of the narrative fabric.

Overall, this process revealed how careful planning and layering not only make characters and plots more engaging but also create a world that feels alive and interconnected. It has expanded my thinking on how each element of the screenplay—characters, relationships, locations, and plots—can serve multiple functions, weaving together to create a more immersive and compelling story.

Layers I’m Considering or have Chosen (it’s only a partial listing):

PLOT LAYER
Major Scheme Revealed
• The Hearing as a Front: Wade’s dismissal hearing isn’t just about his teaching methods—it’s a calculated political move by Ken Franks and his allies to remove teachers who won’t conform to a conservative agenda across the county.
Mystery Revealed
• Public Disinformation Campaign: The anti-Wade sentiment isn’t organic—it’s the result of an orchestrated smear campaign led by a local media outlet with ties to Franks.
Thought it Was One Thing, But It’s Another
• Wade’s Charge: What seems like a simple dismissal hearing turns out to be an elaborate “trial” for Wade’s personal integrity, aimed at smearing his name across the community rather than just removing him from his post.
Major Shift in Meaning
• Wade’s Teaching Philosophy: Initially viewed as radical, Wade’s teaching methods are later revealed to be deeply rooted in democratic ideals and critical thinking that reflect the founding principles of education.
Hidden History
• Military Secret: Wade has kept his military history hidden. Wade’s silence over a tragic cover-up while serving in the Marines is one of the reasons he’s so determined to stand up now.
Hidden Plan
• Wade’s Counterattack: Wade has secretly gathered evidence not just to defend himself but to expose the corruption within the school board and implicate Franks and his allies.
Another Hidden Plan
• Franks’ Ultimate Goal: Beyond just Wade’s dismissal, Franks is working to use the hearing to launch himself into a higher political position, using Wade as a stepping stone to gain favor with state-level conservative leaders.

CHARACTER LAYER
Secret Identity
• Wade Meadows as a Reluctant Military Whistleblower: Wade isn’t just a teacher; he was involved in a major military incident in his past where he witnessed corruption or a cover-up. He’s been living under the radar, and his passion for teaching truth is his way of making amends for not speaking up back then.
Intrigue Layers
• Franks’ Puppet Master: While Ken Franks appears to be the mastermind, it’s actually George Brandis pulling the strings from behind the scenes. Every move Franks makes is carefully orchestrated by Brandis, who manipulates events through his wife, Mrs. Pat Brandis, a school board member strategically placed to execute his agenda without drawing suspicion.
Hidden Relationships and Conspiracies
• Amy’s Covert Communications with Trevor: Though they are on opposite sides politically, Amy Franks and Trevor Blake have been secretly working together to expose her father’s plans. Their alliance is unknown to the rest of the group and could change the entire dynamic if revealed.
Hidden Character History
• Wade’s Military Trauma: Wade’s insistence on teaching uncomfortable truths stems from his experience in the Marines, where he witnessed a cover-up of a fatal incident. He’s been silently bearing the guilt for years, and his drive to stand for truth now is a form of redemption.

LOCATION LAYER
Hidden Operation
• Franks’ Private Home Office: What looks like an ordinary home office is, in fact, a hub for Franks’ personal agenda. Hidden behind locked drawers are files that reveal the depth of his network, containing everything from political blackmail to strategies for controlling public opinion. – AMY discovers this and collects “evidence” she shares with Trevor.
Deeper Meaning
• The Auditorium of the Community Hall: What seems like a simple public venue for the hearing is actually a battleground for ideological control over the education system. It symbolizes the larger war between censorship and intellectual freedom, with every word said on stage reverberating through the community.
Trap to Draw Prey
• Vice Principal’s Office: Swayze’s office is an unassuming space where Wade is invited for “neutral” discussions. However, it’s a trap where Swayze can gather more dirt on Wade, leading him to say things that will later be twisted in the hearing.
Unique Sub-world
• The Community Hall: A simple, large public space, filled with attendees from the local community. The people present are split into factions—those who support Wade and those who align with Franks’ ultraconservative agenda. Hidden in the crowd are political operatives from outside the community, ensuring Franks’ agenda spreads beyond just this school board hearing. The hall represents a microcosm of the larger national ideological battle, with small-town politics reflecting the culture wars brewing across the country.

Wade’s Dismissal Hearing: A calculated political move by Ken Franks and his allies to remove teachers who won’t conform to a conservative agenda across the county.

Surface Layer: The hearing is ostensibly about Wade’s alleged indoctrination of students with a radical left agenda.
• Beneath That: The hearing is a public spectacle to discredit Wade, framing him as an extremist to justify his removal.
• Beneath That: The true motive is to purge the school district of any teachers who resist the conservative shift in the curriculum. Wade is the first domino in a county-wide campaign.
• Beneath That: Franks and his allies have quietly started identifying and blacklisting other educators they see as threats to their ideological control. This isn’t just about Wade—it’s a test case.
• How Revealed: A school board member, uneasy with the heavy-handed tactics, leaks documents that show Franks has been planning similar hearings for other educators, exposing the broader agenda.

Surface Layer: Wade’s hearing is presented as a standard disciplinary measure.
• Beneath That: Franks uses the hearing to generate media attention, painting Wade as an example of what’s wrong with the school system.
• Beneath That: The hearing is designed to rally local conservative voters ahead of an election, using Wade’s dismissal to showcase Franks’ “tough stance” on teachers not following the agenda.
• Beneath That: Franks and his allies have partnered with a national conservative think tank that provides talking points, legal advice, and even financial support for the broader initiative to reshape the district’s educational policies.
• How Revealed: Wade’s defense attorney uncovers emails between Franks and political operatives discussing the hearing as part of a nationwide strategy to control school boards, revealing the national dimension of the scheme.

Surface Layer: The hearing is about whether Wade’s teaching style crosses the line into political indoctrination.
• Beneath That: Franks is using Wade’s hearing to scare other teachers into falling in line with the new conservative agenda, creating a culture of fear.
• Beneath That: The long-term goal is to alter the curriculum across the district to reflect conservative values, including revising textbooks, removing certain books, and promoting a specific worldview.
• Beneath That: Franks is coordinating with other counties to replicate this process, creating a regional conservative stronghold in education.
• How Revealed: A whistleblower within Franks’ inner circle comes forward during the hearing, sharing recordings of private strategy sessions that reveal the scope of the plan to re-engineer the curriculum.

Surface Layer: The hearing is presented as an objective review of Wade’s professional conduct.
• Beneath That: Franks has stacked the school board with allies, ensuring the hearing’s outcome is a foregone conclusion.
• Beneath That: The hearing is being used to set a legal precedent for removing “non-compliant” teachers, making it easier to target others in the future without as much scrutiny.
• Beneath That: Conservative legal organizations are watching this case closely, offering Franks legal and financial backing if the case goes to appeal. They want to replicate this model in other districts.
• How Revealed: During cross-examination, Wade’s attorney forces Franks to admit under pressure that this isn’t just about Wade but about establishing a district-wide policy shift.

Surface Layer: The hearing is marketed as a chance for the community to weigh in on the school’s teaching standards.
• Beneath That: Franks and his team have already orchestrated media coverage and public opinion, manipulating public forums to make it appear that the community overwhelmingly supports Wade’s removal.
• Beneath That: Conservative influencers have been mobilizing behind the scenes, staging protests and media appearances to create a groundswell of apparent grassroots support for Franks’ position.
• Beneath That: Franks is using Wade’s hearing as a proving ground to gauge public reaction before launching even more aggressive actions against progressive teachers and policies.
• How Revealed: A local journalist, investigating media manipulation, uncovers a PR firm hired by Franks to stage and coordinate public opinion campaigns, revealing the manufactured nature of the community outrage.

Board Takeover: Franks and his conservative backers are plotting a full-scale takeover of the school board, aiming to replace liberal-leaning educators with people who will push their ideology.

Surface Layer: Franks runs a campaign to install new, “family-values” candidates on the school board.
• Beneath That: Franks has quietly purged the board of moderates and liberal-leaning members by creating scandals or using intimidation tactics.
• Beneath That: Conservative political operatives have identified the school board as a key battleground and are funneling resources into replacing members with hardline conservative candidates.
• Beneath That: Once in control, Franks plans to push through sweeping changes to the district’s educational policies, rewriting the curriculum to fit a conservative agenda, all while appearing to be responding to voter concerns.
• How Revealed: An investigative reporter connects campaign donations to out-of-state conservative PACs, revealing the real backers of the board takeover.

Surface Layer: The school board elections appear to be a standard democratic process.
• Beneath That: Franks and his team are secretly coordinating to unseat long-standing liberal board members by funding conservative challengers.
• Beneath That: Franks is using the school board as a stepping stone for a larger political career, hoping that the success of this takeover will catapult him into higher office.
• Beneath That: The school board is just the first stage of a plan to take over all local government positions, creating a conservative stronghold in the county.
• How Revealed: A disgruntled former board member leaks meeting notes that show strategic planning discussions, exposing the full extent of the political conspiracy.

Surface Layer: Franks pushes for a change in school policies, citing a need for reform.
• Beneath That: Franks’ “reforms” are really about gaining more control over hiring practices, allowing him to select teachers who align with his political ideology.
• Beneath That: Franks’ backers have promised jobs and political favors in exchange for supporting the school board takeover, creating a network of political loyalty that’s about personal gain more than policy.
• Beneath That: Franks is working to implement a long-term strategy to rewrite educational standards, eliminating liberal-leaning topics like climate change, racial history, and gender studies from the curriculum.
• How Revealed: A disgruntled campaign aide releases internal memos showing how candidates were selected based on their willingness to conform to Franks’ ideology.

Surface Layer: Franks claims his goal is simply to “protect the children” from political indoctrination in schools.
• Beneath That: Franks’ real goal is to eliminate any progressive influence in the district by systematically removing teachers and administrators who don’t align with conservative principles.
• Beneath That: He’s pushing conservative members to join the school board to implement policies that allow for easier dismissal of teachers without needing public hearings.
• Beneath That: Franks is working with conservative educational think tanks that provide him with legal frameworks and policy proposals that allow for the stealth implementation of a conservative curriculum.
• How Revealed: A parent with connections to Franks’ inner circle leaks documents revealing long-term plans to reorient the district’s hiring and firing policies, showing how Franks has been pulling strings for years.

Secret Identity: Wade Meadows as a Failed Military Whistleblower

Surface layer: Wade Meadows is a passionate high school social science teacher accused of indoctrinating students with left-wing ideology. He’s known for pushing critical thinking and challenging conventional narratives.
• Beneath that:
Wade isn’t just motivated by academic freedom—he’s carrying the weight of his past. Years ago, while serving in the Marines Wade witnessed a fatal incident covered up by corrupt officers. He remained silent, and it has haunted him ever since.
• Beneath that:
The guilt of his silence fuels Wade’s unrelenting commitment to truth in the classroom, as a way of atoning for his failure to speak out when it mattered. His refusal to stay silent now puts him at odds with school board president Ken Franks, who unknowingly triggers this personal trauma.
• Beneath that:
A major military report with Wade’s name on it is buried deep within government files, and someone connected to Franks discovers this document, threatening to expose Wade’s secret past if he doesn’t back down.
• How revealed:
A flashback sequence or a confrontation between Wade and a former military officer, who arrives unexpectedly at the hearing, forces Wade to admit to his secret in a private conversation, which is then overheard or leaked.

Hidden Relationships and Conspiracies: Amy’s Covert Communications with Trevor

Surface layer: Amy Franks is the daughter of school board president Ken Franks and a leader of the Young Republicans. Trevor Blake is part of the Progressive Students group, opposing her. They appear to be on opposite sides of the political spectrum, representing the ideological divide in the community.
• Beneath that:
Despite their public opposition, Amy and Trevor have been communicating in secret. Amy, disillusioned by her father’s ruthless tactics and hidden agenda, reached out to Trevor to quietly work together to expose Ken’s real plans for the school district.
• Beneath that:
Their collaboration is built on trust and shared concern for the future of the school, but neither can let their respective groups know—they’d be seen as traitors. Trevor helps Amy gather information, while Amy provides insider knowledge of her father’s strategy.
• Beneath that:
Amy’s motives are personal—she doesn’t just disagree with her father’s politics; she’s seen firsthand how far he’s willing to go, even blackmailing people like Vice Principal Swayze to secure his position. She wants to stop him but fears the repercussions.
• How revealed:
A heated argument during the hearing between Trevor and Amy goes too far, and in a moment of vulnerability, Trevor lets slip that Amy helped him gather evidence. The room goes silent, and their secret alliance is exposed to everyone present.

[Bob Rowen]

Bob Rowen’s Character Journeys

What I learned doing this assignment is, once again, a really cool process for developing my main characters with 3-Act structure journeys which, as it turns out, is leading to a draft of my developing story with beats that will obviously need editing.

3-Act structure journeys for the following three key main characters:

WADE MEADOWS (protagonist) – A passionate high school social science teacher, Wade Meadows is under fire for allegedly indoctrinating his students with a radical left-wing agenda. Unapologetically committed to critical thinking and open dialogue, Wade pushes his students to question assumptions and explore diverse perspectives, making him a target for those who fear independent thought. As accusations mount, Wade finds himself at the center of a fierce battle for intellectual freedom, facing off against a powerful school board determined to silence him. With his career and reputation on the line, Wade must fight not only for his job but for the very principles he teaches.
Beginning (Act 1): Wade meets his students and two guest speakers in the parking lot who have come to support him. Their loyalty gives Wade a glimmer of hope but also underscores the pressure to succeed.
Turning Point (End of Act 1): Wade discovers definitive proof of the conspiracy against him. An anonymous message reveals that Franks and Swayze are fabricating evidence to frame Wade as a radical who is unfit to teach.
Midpoint (Act 2): During a heated exchange, Wade’s guilt from his time in the Marines surfaces. He admits to remaining silent about a fatal incident, shocking the audience. This vulnerability shifts the narrative—Wade’s moral integrity is now questioned by some.
Turning Point (End of Act 2): As the pressure builds, Wade’s internal guilt over his past resurfaces stronger. He grapples with his vow to never remain silent again, but feels the weight of past mistakes holding him back.
Dilemma (Climax of Act 2): Wade grapples with whether to confess his guilt from the Marines, using it as a teaching moment for redemption, or keep it hidden to avoid further damaging his reputation.
3rd Act Climax (Act 3): In an emotional testimony, Wade admits to his Marine secret, connecting his past silence to his current fight for truth. He declares that, “Never, ever again” will he be silent, even if it costs him everything. Wade’s honesty and unwavering commitment to truth win over the crowd, but the cost is high. His career still hangs in the balance, but his integrity is intact.
Ending: (Resolution): After hearing the testimony of two supporters of Wade, Franks has heard enough. The school board meets in executive session and quickly decides to terminate Wade’s employment by a 3-2 vote. When the decision is announced, a member from the audience demands an opportunity to speak. She announces the COE has named Wade as this year’s County’s Teacher of the Year. A school board member demands another vote and the decision is reversed by a 3-2 vote. In the final scene, Wade is handed a letter signed by his students, thanking him for teaching them to think critically. Wade smiles, knowing his commitment to truth has made a difference.

KEN FRANKS (antagonist) – An ultraconservative school board president with a rigid agenda, Franks is determined to reshape the school curriculum to reflect his narrow worldview. Fiercely controlling and unyielding, he sees Wade Meadows as a threat to his authority and the ideological stronghold he seeks to maintain. Franks will stop at nothing to see Wade terminated, using his influence and political cunning to manipulate the system in his favor. His obsession with control reveals a man driven not just by ideology, but by the desire to crush dissent and mold the future to his will.
Beginning (Act 1): Ken Franks arrives at the community hall parking lot, outwardly calm and in control. He’s confident that the hearing will result in Wade’s dismissal and solidify his control over the school’s curriculum. Franks meets with two ultraconservative powerbrokers who remind him that they expect results from their investment in him. Franks meets with Vice Principal Peter Swayze and his Board to strategize.
Turning Point (End of Act 1): As Wade pushes back, Franks starts to feel the weight of his decisions. His estrangement from family members and the realization that he’s being manipulated by higher powers begin to surface.
Midpoint (Act 2): Franks finds himself losing the upper hand as Wade’s approach to expose the conspiracy gains credibility. Franks public support begins to shift, and he begins his struggle to keep the narrative intact.
Turning Point (End of Act 2): Franks uses increasingly drastic measures to sway the hearing back in his favor, even threatening one member of the board who is the swing vote. His desperation highlights his fear of losing not just the hearing, but his position of power.
Dilemma (Climax of Act 2): Franks is torn between his ambition to control the school’s curriculum and the growing tension with family members who oppose his ultraconservative agenda. His desire for power clashes with his need for personal reconciliation.
3rd Act Climax (Act 3): Franks makes one final attempt to manipulate the narrative. He presents falsified evidence and doubles down on his attacks against Wade, pushing to ensure Wade’s dismissal.
Ending: (Resolution): There is a brief, subtle moment where Franks looks at his reflection, perhaps for the first time realizing the full extent of the damage he’s caused—not just to others, but to himself.

PETER SWAYZE (co-antagonist) – A calculating vice principal with ambitions far beyond his current role, Swayze is willing to carry out any scheme that school board president Ken Franks demands. His loyalty isn’t driven by ideology, but by a ruthless desire for personal advancement, making him a dangerous enforcer in Franks’ plan to eliminate anyone who stands in their way. Swayze’s hunger for power blinds him to the moral cost of his actions, as he navigates the treacherous path between ambition and betrayal.
Beginning (Act 1): In the parking lot, Swayze meets Franks, and their conversation hints at the conspiracy to dismiss Wade, establishing Swayze’s initial role as a co-conspirator.
Peter Swayze enters the Community Hall with quiet confidence. He believes his alliance with Ken Franks is his ticket to advancement. The opening scenes introduce his ruthlessness and his desire to finally achieve the recognition that eluded him in the Marines. Swayze and Franks discuss their plan in the annex conference room. Swayze is eager to discredit Wade, seeing Wade’s dismissal as a stepping stone to becoming principal.
Turning Point (End of Act 1): A scene in the annex conference room shows him fabricating evidence against Wade, illustrating his willingness to cross moral lines.
Midpoint (Act 2): Swayze’s fabricated evidence is presented in the public hearing, leading to Wade’s character being severely questioned. Swayze feels triumphant but uneasy.
Turning Point (End of Act 2): Wade’s defense begins gaining traction, and Swayze feels the walls closing in, sensing that the truth may emerge.
Dilemma (Climax of Act 2): He struggles between loyalty to Franks, who holds the key to his future, and a resurfacing sense of guilt tied to his Marine past.
3rd Act Climax (Act 3): Wade’s defense dramatically exposes inconsistencies in Swayze’s fabricated evidence during a climactic moment in the hearing.
Ending: (Resolution): As Wade triumphs, Swayze is left broken, staring at his shattered ambitions, a man undone by his hunger for power and his betrayal of the values he once held as a Marine.

[Bob Rowen]

Subject line: Bob Rowen’s Character Depth!

What I learned doing this assignment is a really cool way to identify and more fully develop my main characters.

Character: WADE MEADOWS (protagonist) is a former Marine with a proud service record and now a high school social science teacher who is deeply committed to presenting his instruction through an unfiltered lens, pushing students to think critically. This commitment to open inquiry makes him a threat to the conspiracy-driven school board president, who seeks to stifle dissent and control the curriculum’s narrative.

Internal Character Depth
• Motivation: Wade’s dedication to truth makes him a natural target for those who fear open dialogue.
• Secret: While serving in the Marines, Wade witnessed a fatality that should never have happened that was covered up and he remained silent.
• Wound: Wade has a heavy burden of guilt.
• Subtext: He has an unrelenting commitment to truth.
• Layers: Wade’s declaration in every circumstance and at any cost to “never, ever again”!

Character to Character
• Conflict: A clash of values between Wade and those with agendas contrary to Wade’s worldview.
• Hidden Agenda: Wade designs his curriculum to circumvent the directives advanced by the school board president.
• Conspiracy: Wade discovers a pact exists within the school system between the president of the school board and the vice principal to get rid of him.
• Intrigue: The vice principal engages in unscrupulous conduct designed to setup Wade.

Character Situation
• Dilemma: Wade must kowtow to the wishes of the school board president in order to maintain his teaching position or have his reputation and career destroyed.
• Secret Identity: Wade truly believes truth ultimately prevails.

Character: KEN FRANKS (antagonist) is the influential and powerful school board president with an agenda of his own.

Internal Character Depth
• Motivation: Franks has a personal goal of controlling the school’s curriculum to reflect his ultraconservative worldview.
• Secret: Franks was placed on the board of trustees by powerful, influential people who expect him to do their bidding.
• Wound: Franks’ intense focus on control and rigid beliefs have caused estrangement from some family members who disagree with his ideology, creating a private emotional burden.
• Subtext: His attempts to “protect” students from certain ideologies serve as a cover for his larger goal of imposing his personal beliefs and “agenda” onto the curriculum.
• Layers: Franks uses his political skill to manipulate others, yet he’s painfully aware that he is also being manipulated, creating an internal cycle of control and dependence.

Character to Character
• Conflict: Ken Franks is an ultraconservative leader who believes in controlling the school curriculum to reflect his values. Wade Meadows, in contrast, teaches through an unfiltered lens, pushing students to think critically and explore diverse perspectives. This clash becomes personal as Franks sees Wade’s methods as a direct threat to the agenda he is pushing. Franks wants to mold students’ minds in his image, while Wade fights for intellectual freedom, sparking escalating tensions between the two.
• Hidden Agenda: Franks doesn’t just want to oust Wade; he wants to make an example of him to ensure that no other teacher dares to challenge his ultraconservative control over the school. By removing Wade, Franks can solidify his influence over the curriculum, turning it into a tool for indoctrination under the guise of “traditional education.”
• Conspiracy: Ken Franks has quietly formed an alliance with Vice Principal Peter Swayze, who is willing to do whatever it takes for personal gain. Together, they are fabricating evidence and orchestrating complaints from parents and students to paint Wade as a dangerous radical who is unfit to teach. Their goal is to force a public hearing that will inevitably end in Wade’s dismissal.
• Intrigue: The intrigue deepens with Vice Principal Swayze’s unscrupulous involvement. Behind the scenes, Swayze is planting information, manipulating documents, and steering board meetings to ensure Franks’ plan succeeds. He plays the role of a loyal ally to Franks but is ultimately in it for his own gain, knowing that Wade’s removal could open doors for his own advancement.

Character Situation
• Dilemma: Franks must decide whether to continue doing the bidding of the powerful individuals who placed him on the school board or risk losing their support by asserting his independence. Ken Franks faces a dilemma as he struggles to balance his personal ambitions with the growing pressure from certain family members. On one hand, he’s driven by his desire for power and control over the school’s curriculum, but on the other, he knows he can’t ignore the concerns and expectations of his family, whose values and priorities may not always align with his own goals. Franks is torn between pursuing his political agenda and maintaining harmony with those closest to him.
• Secret Identity: Though Franks portrays himself as content with his role on the school board, he secretly harbors unfulfilled dreams of higher political office. His ambition to move beyond his current position is something he doesn’t reveal to others, as it would expose his dissatisfaction.

Character: PETER SWAYZER, also a former marine, is the vice principal who is willing to do whatever it takes for personal gain. He has formed an alliance with Ken Franks to fabricate evidence to paint Wade as a dangerous radical who is unfit to teach. Together their goal is to force a public hearing that will inevitably end in Wade’s dismissal.

Internal Character Depth
• Motivation: Swayze craves power and influence within the school system. He sees aligning with Ken Franks as a stepping stone toward becoming principal or securing a higher-level position in education.
• Secret: Swayze is more dependent on Ken Franks than he lets on, knowing that without Franks’ backing, his career prospects could collapse.
• Wound: Swayze feels like a failure for never achieving the rank or recognition he desired in the Marines, leading to his ruthless pursuit of success in civilian life.
• Subtext: Though he acts as if it’s a professional decision, Swayze’s actions are fueled by a personal resentment toward Wade’s integrity and popularity.
• Layers: Swayze may talk about rules and order, but his willingness to fabricate evidence and lie about Wade shows a hypocritical disregard for the very principles he claims to uphold.

Character to Character
• Conflict: Swayze’s clash with Wade stems from a deep ideological difference—while Wade believes in open dialogue and critical thinking, Swayze is focused on rigid control and loyalty to power. Their approaches to education and life are diametrically opposed, driving their conflict.
• Hidden Agenda: Swayze’s hidden agenda is to curry favor with Ken Franks and the larger conservative movement in the community by taking down Wade, framing it as a moral stand when it’s really about personal advancement.
• Conspiracy: Swayze is conspiring with Franks to fabricate evidence that portrays Wade as a dangerous radical. This conspiracy is designed to force Wade into a public hearing that will lead to his dismissal, clearing the path for Swayze to advance.
• Intrigue: Swayze is actively working behind the scenes to manipulate documents, witnesses, and possibly even students to build a case against Wade. His intricate and underhanded tactics provide a web of intrigue as he seeks to discredit his colleague.

Character Situation
• Dilemma: As a former Marine, Swayze faces a moral dilemma between betraying Wade, a fellow Marine, for personal gain, and remaining loyal to the brotherhood they share as former Marines, even if it means sacrificing his ambitions.
• Secret Identity: Outwardly a dedicated vice principal, Swayze is secretly someone who will stop at nothing to climb the ladder of success, including betraying colleagues.

[Bob Rowen]

Contained Movie Lesson 3

Subject line: Bob Rowen’s Right Characters

I learned how to create characters that bring the story’s essence to life.

HOOK: When a teacher passionate about the truth is accused of radicalizing his students, he uncovers that the accusations are part of a larger conspiracy—and the real lesson is survival.

How the main characters fit with the Hook:

• The teacher (protagonist) who is deeply committed to presenting his subjects through an unfiltered lens, pushing students to think critically. His dedication to truth makes him a natural target for those who fear open dialogue, setting him up for accusations of “radicalizing” his students. This commitment to open inquiry makes him a threat to the conspiracy-driven school board president, who seeks to stifle dissent and control the curriculum’s narrative.
• The president of the school board (antagonist) and his conspiratorial cohorts (vice principal and two political powerbrokers) are unyielding in their twisted beliefs (and motivations), viewing any deviation from their beliefs as a direct threat to their vision for the school system.
• The vice principal motivated to do whatever the school board president asks of him for his own personal gain.
• Two guest speakers (an elderly Holocaust survivor and a German immigrant) who the teacher invited to his classroom to share their personal histories and views are called upon to testify at the teacher’s dismissal hearing.

These main characters generate the conflict the teacher must somehow overcome.

[Bob Rowen]

Contained Movie Lesson 2

Subject line: Bob Rowen’s Great Hook!

A. The process worked very well for me.
B. I learned a way to discover possibilities for the developing storyline that I hadn’t thought of.

1. 5 ideas from Pre-Lesson

• Contained Setting: A community hall filled with portraits of the school’s founders and past educators, inscribed with the school’s values of truth, toleration, and liberty. The hall now echoes with hypocrisy as it hosts a kangaroo court-like hearing.

• Unique Device: The school’s original, hand-written charter from 100 years ago, outlining the commitment to truth, toleration, and liberty mysteriously disappears just before the hearing.

• Unique Villain: Ken Franks, the ultra-conservative school board president, a staunch traditionalist who despises any deviation from his rigid view of education. He has deep ties to political figures with agendas of their own.

• Mystery: Those school’s century old charter, which upholds the ethos of truth, toleration, and liberty goes missing before the hearing. Its loss sparks suspicion and hints of sabotage by the school board.

• Impossible Goal/Unsolvable Problem: Reversing a pre-ordained verdict! The school board has already made up his mind to fire the teacher, despite the public hearing being a formality. The teacher’s impossible goal is to sway public opinion enough to overturn the inevitable.

• Unique Layers: The school’s founders intended for it to be a beacon of liberty and free thought, but recently, the school board has twisted these values for personal and political gain. The teacher has a deeply personal connection to the school’s curriculum. His fight is not only professional but existential. Parents are split, with some siding with the board for political or ideological reasons, while others quietly support the teacher but fear speaking up due to potential backlash.

• This reply was modified 8 months, 3 weeks ago by  Bob Rowen.

[Bob Rowen]

GROUP RELEASE FORM
Bob Rowen
As a member of this group, I agree to the following:
1. That I will keep the processes, strategies, teleconferences, communications, lessons, and models of the class confidential, and that I will NOT share any of this program either privately, with a group, posting online, writing articles, through video or computer programming, or in any other way that would make those processes, teleconferences, communications, lessons, and models of the class available to anyone who is not a member of this class.
2. That each writer’s work here is copyrighted and that writer is the sole owner of that work. That includes this program which is copyrighted by Hal Croasmun. I acknowledge that submission of an idea to this group constitutes a claim of and the recognition of ownership of that idea.
I will keep the other writer’s ideas and writing confidential and will not share this information with anyone without the express written permission of the writer/owner. I will not market or even discuss this information with anyone outside this group.
3. I also understand that many stories and ideas are similar and/or have common themes and from time to time, two or more people can independently and simultaneously generate the same concept or movie idea.
4. If I have an idea that is the same as or very similar to another group member’s idea, I’ll immediately contact Hal and present proof that I had this idea prior to the beginning of the class. If Hal deems them to be the same idea or close enough to cause harm to either party, he’ll request both parties to present another concept for the class.
5. If you don’t present proof to Hal that you have the same idea as another person, you agree that all ideas presented to this group are the sole ownership of the person who presented them and you will not write or market another group member’s ideas.
6. Finally, I agree not to bring suit against anyone in this group for any reason, unless they use a substantial portion of my copyrighted work in a manner that is public and/or that prevents me from marketing my script by shopping it to production companies, agents, managers, actors, networks, studios or any other entertainment industry organizations or people.

• This reply was modified 9 months ago by  Bob Rowen.

[Bob Rowen]

Hello everyone, I’m Bob Rowen. I’ve got several creative projects in the works, though I haven’t yet finished one that truly captures my vision. Life threw a few health challenges my way, but I’m back in the saddle and ready to push forward. As for something unique about me? I’m a former U.S. Marine Pathfinder, trained in atomic, biological, and chemical warfare, and later, I became a nuclear whistleblower in civilian life. I’m excited to be here, eager to sharpen my skills in writing contained screenplays, and looking forward to collaborating with all of you.

[Bob Rowen]

ASSIGNMENT 16.1

Bob Rowen’s Profound Map Version 1

What I learned doing this assignment is how nicely my working draft is coming together with this approach while revealing the need for adjustments in my storyline.

My Profound Map.

TITLE: IF WE CAN KEEP IT

WRITTEN BY: Bob Rowen

1. What is Your Profound Truth?

Teacher tenure plays a necessary role for truth to prevail in a democratic educational environment.

2. What is the Transformational Journey?

Old Ways: Idealistic. Passionate. Stubborn. Wade enters teaching with a naïve view of educational governance.

Journey: Don Walker and Madelynn continually provide strokes of realism as Wade wrestles with the problems posed by an autocratic school board president.

New Ways: Wade finally comes to terms with the realities of educational governance by utilizing the protections provided by teacher tenure.

Transformational Logline: A naïve Wade is forced to defend himself against unwarranted charges by the high school board of trustees only to be saved by the County Schools Office.

3. Who are Your Lead Characters?

Change Agent: Don Walker / Madelynn

Transformable Character: Wade Meadows

Oppression: Ken Franks, and the powerbrokers he represents

4. How Do You Connect (Wade) with Your Audience in the Beginning?

Relatability: A newbie on the job with challenging requirements and an uncertain future.

Intrigue: During the first three years of employment, he must produce a winning football program in order to keep his teaching position. Will he be able to do it?

Empathy: Family security is more important to his wife than taking risks. It makes no sense to Madelynn for Wade’s teaching job to rely on whether the football program is successful.

Likeability: Wade is a positive thinking fellow with a “can-do” attitude.

5. What is the Gradient of the Change?

EMOTIONAL GRADIENT: An idealistic, naïve, headstrong high school social science teacher must repetitively experience the realities of his educational system until he is forced to come to terms with the politics of it.

· EXCITEMENT: He is finally granted tenure and achieves the all-important job security.

· DOUBT: But he soon realizes tenure isn’t quite the godsend he thought it was when it comes to the politics of his educational environment.

· HOPE: With the support of the school’s principal, Wade feels he can freely teach without fear or favor in accordance with the school district’s century-old founding principles of “Truth, Toleration, and Liberty”, which becomes Wade’s classroom battle cry.

· DISCOURAGEMENT: But he learns the conservative school board members, led by the ultraconservative school board president, are not happy with his teaching and want him gone.

· COURAGE: Wade decides to continue his teaching and eventually finds it necessary to face the high school Board of Trustees in an open disciplinary hearing.

· TRIUMPH: The County Office of Education (not the high school district) names Wade “TEACHER OF THE YEAR” thereby enabling him to keep his job with the high school district.

ACTION GRADIENT:

SETUP

· During the school’s annual open house event, Wade befriends KURT REIMANN, a 98-year-old German immigrant, who is the great grandfather of one of Wade’s students.

· Wade and Kurt become very good friends who spend a lot of time together while Kurt shares his fascinating life story.

· Wade shares with Don what he’s learned from Kurt. It fills in a lot of the details from Wade’s university studies and he wants to share it with his students. Don agrees.

JOURNEY

· After Wade converses with Kurt, he seizes upon the opportunity for his students to hear directly from Kurt his concerns regarding the parallels of what happened in his country during Hitler-times to what’s happening now in America.

· Kurt focuses on how a fledgling democracy gave way to totalitarianism in Germany.

· The president of the school board, Ken Franks, hates what Wade has done in the past and is now doing in the classroom with what he considers as Wade’s radical left teaching. Franks charges Wade with violating his teacher’s Oath of Allegiance and recommends his termination.

PAYOFF

1. Wade decides to defend himself and demands an open hearing so he can put an example of his teaching methods and strategies on public display, which includes an introduction of Kurt Reimann. After Wade finishes his demonstration, the president of the school board calls it a charade and retires the school board into an executive session. A short time later, the school board announces in open session a 3-2 vote in favor of Wade’s termination. A large portion of the audience recoils!

CHALLENGE/WEAKNESS

Challenge: Wade gets to teach w/o tenure for first 3 years.

Weakness: Wade keeps his job only if he produces a winning football team.

Challenge: Wade is enthusiastically answering his calling to teach.

Weakness: Madelynn is more concerned about family security than Wade’s calling; however, she’s supportive of his dream.

Challenge: Wade advances his classroom motto of “Truth, Toleration, and Liberty” that becomes his battle cry.

Weakness: For political reasons, Wade skirts the handling of current affairs in his civics instruction.

Challenge: Wade is motivated to teach how fragile democracy is and how the Founding Fathers addressed the problem.

Weakness: The school board president initiates dismissal proceedings against Wade when he invites Kurt Reimann to his classes as a resource to explain what happened to Germany’s fragile democracy and why.

6. What is the Transformational Structure of Your Story?

Transformational Logline:

An idealistic, naïve, headstrong high school social science teacher must repetitively experience the realities of his educational system until he is forced to come to terms with the politics of it.

Mini-Movie Model (DRAFT):

MM #1 (Pages 1-15) WADE MEADOWS gets to teach only because he is willing and able to coach football. The school community wants a winning football program! Wade must turn around a losing football program within his first three years of teaching in order to keep his teaching position because he does not have tenure. Wade is successful in both the classroom and on the football field during this three-year probationary period.

First turning point: Wade is granted tenure at the beginning of his fourth year in the school district but resigns as football coach after his fourth season because he discovers a serious performance enhancing drug-use problem with the players.

MM #2 (Pages 15-30) Wade focuses on his teaching and encourages his students to get involved and become critical thinkers. His focus is on the rise of political parties, what led to the Populist Movement, the New Deal, and the Great Society in American history. Two student groups emerge: His third period students, the Young Republicans Club; and his sixth period students, who call themselves the Progressive Students Club. All seems well at first because an idealistic Wade believes that truth and compromise will ultimately prevail.

Second turning point: Wade is called into the principal’s office because some parents have complained about his teaching. The group of complaining parents turns out to be just one parent – the president of the school board whose daughter is in Wade’s third period class.

MM #3 (Pages 30-45) During a school’s open house event, Wade befriends KURT REIMANN, a 98-year-old German immigrant, who is the great grandfather of one of Wade’s students.

Third turning point: The students aren’t making the connection of past historical events with the current political scene. And there is a lot of resistance to Winston Churchill’s warning, “Those that fail to learn from history are doomed to repeat it”.

MM #4 (Pages 45-60) After Wade converses with Kurt, he seizes upon the opportunity for his students to hear directly from Kurt his concerns regarding the parallels of what happened in his country during Hitler-times to what’s happening now in America.

Fourth turning point: All hell breaks loose with the president of the school board!

MM #5 (Pages 60-75) Wade is confronted by TREVOR BLAKE, one of his sixth period students, who demands to know why Wade is not addressing current affairs head-on in class. Wade responds that there are problems with getting political in class but agrees current affairs is a necessary part of the civics curriculum. After meeting with his principal, Wade receives some suggestions and encouragement for dealing with the challenge.

Fifth turning point: Wade decides to take up the challenge.

MM #6 (Pages 75-90) Wade develops a current affairs approach that is completely student centered and the principal fully supports it.

Sixth turning point: The president of the school board, Ken Franks, hates what Wade has done in the past and is now doing in the classroom with what he considers as Wade’s radical left teaching. Franks charges Wade with violating his teacher’s Oath of Allegiance and recommends his termination.

MM #7 (Pages 90-105) Wade decides to defend himself and demands an open hearing so he can put an example of his teaching methods and strategies on public display. After Wade finishes his demonstration, the president of the school board calls it a charade and retires the school board into an executive session. A short time later, the school board announces in open session a 3-2 vote in favor of Wade’s termination. A large portion of the audience recoils!

Seventh turning point: A suspenseful state of affairs exists.

MM #8 (Pages 105-120) Members of the audience demand to speak one last time before the school board makes it final. The last member of the audience to speak, who happens to be the Superintendent of the County Schools Office, makes a surprise announcement that was supposed to be made public next week. His office has named Wade Meadows Teacher of the Year. Two members of the school board immediately demand they go back into executive session to reconsider its decision. After a very long period of time, the school board returns to public session and announces a reversal of its earlier decision.

Eighth turning point: There is a new teaching reality for Wade.

7. How are the Old Ways Challenged?

Challenge through Questioning:

Wade skirts the teaching of current affairs for political reasons. Trevor wants to know why? Whatever happened to “Truth, Toleration, and Liberty”?

Challenge by Counterexample:

The school board has banned books from the school library Wade needs for his curriculum. Wade creates a classroom library of the same book titles. The school board orders the removal of those books from Wade’s classroom. Wade makes arrangements with the County Library to have those same books available for his students.

Challenge by “Should Work, But Doesn’t”:

School board policy prevents students from organizing political groups on campus. Wade encourages his students to get involved and be politically active. They form the Young Republicans Club and the Progressive Students Club. The school board president has a hissy fit but his daughter helped organize the Young Republicans Club.

Challenge through Living Metaphor:

The students argue about the autocratic behavior of the current Administration and Wade invites Kurt Reimann to address their concerns through his life experiences.

8. How are You Presenting Insights through Profound Moments?

Once Wade Meadows gains tenure and no longer serves at the pleasure of the school board, he pursues the teaching of truthful history in his classroom.

Wade Meadows declares education to be the fundamental purpose of schools, not Friday night football.

Wade Meadows introduces Kurt Reimann to his education community. Kurt shares his life experiences in Germany during Hitler-times and draws parallels to then in Germany and now in America.

Wade Meadows demands his disciplinary hearing be held in public for all to see.

Tenure is a good thing. The school counselor opted for more money as an administrator instead of joining the union thereby giving up tenure. He loses his job for strictly political reasons in spite of his outstanding job performance as a school counselor.

Students need to study history as it actually happened. Wade publicly confronts the president of the school board during his disciplinary hearing by presenting the “testimony” of Kurt Reimann.

The true business of schools is education, not Friday night football. Wade faces off with the president of the Boosters Club, who is also a school board member, at a school board meeting.

Courage is the backbone of doing the right thing. The ongoing struggle Wade Meadows has with Ken Franks, president of the school board and those powerbrokers who put Franks on the Board.

Truth ultimately prevails. The resolution of Wade’s dilemma follows Wade’s disciplinary hearing during a T.V. reporter’s interview of Wade.

9. What are the Most Profound Lines of the Movie?

· Truth, Toleration, and Liberty.

· Courage is be backbone of doing the right thing.

· Students need to study history as it actually happened.

· The true business of schools is education, not Friday night football.

· Tenure is a good thing.

· I didn’t hire on to be Franks’ puppet.

10. How do You Leave Us with a Profound Ending?

Wade decides to defend himself and demands an open hearing so he can put an example of his teaching methods and strategies on public display. After Wade finishes his demonstration, the president of the school board calls it a charade and retires the school board into an executive session. A short time later, the school board announces in open session a 3-2 vote in favor of Wade’s termination. A large portion of the audience recoils!

A suspenseful state of affairs exists.

Members of the audience demand to speak one last time before the school board makes it final. The last member of the audience to speak, who happens to be the Superintendent of the County Schools Office, makes a surprise announcement that was supposed to be made public next week. His office has named Wade Meadows Teacher of the Year. Two members of the school board immediately demand they go back into executive session to reconsider its decision. After a very long period of time, the school board returns to public session and announces a reversal of its earlier decision.

As Wade and Madelynn enter the parking lot, a TV reporter interviews Wade. The interview ending…

TV REPORTER

It seems as though you have more to say…

WADE

Well, I do but I’ve got to be careful for obvious reasons. When I’m in the classroom, what I say and do must always be balanced and I make sure it is! Out here, let me just say we have a divided nation, a divided community, a divided student body, and I should add, a divided school board — and it’s all about the politics that’s currently sweeping the country.

TV REPORTER

One last question. As an educator, and I might add, as the Teacher of the Year, how do you explain the politics that’s currently sweeping the country?

WADE

In a few words? IGNORANCE, APATHY, TRIBALISM, RACISM, and GREED. Of course, there’s nothing new about any of this, but when coupled with Citizens United, a movement that made compromise a sign of weakness and the free press the enemy of the people, and constant lying to the American people acceptable, then we see the world’s greatest democracy seriously threatened. To paraphrase Benjamin Franklin, the Founding Fathers created for us a winning form of government if we can keep it! So, therefore we have the need to engage our students in real education based on “Truth, Toleration, and Liberty”.

[Bob Rowen]

ASSIGNMENT Day 15.1

Bob Rowen’s Height of the Emotion.

What I learned doing this assignment is the importance of identifying emotional moments in my script and the need to brainstorm possible dialogue with deeper meaning to match them.

A list of the 5 most emotional moments in my screenplay; (a) lines that deliver the deeper meaning of the scene; (b) quick explanation of the emotion and meaning of the scene; (c) new line to replace there:

1. Emotional Moment: Wade Meadows is granted tenure and no longer serves at the pleasure of the school board.

a. Wade expresses great pleasure of no longer having to coach winning football in order to teach.

b. Teaching is all he ever wanted to do and that too much emphasis is placed on Friday night football.

c. Wade says “Now I can freely and enthusiastically answer my calling to teach.

2. Emotional Moment: The school board bans the books Wade Meadows needs for his curriculum.

a. The school board president gets his way in banning not only the books in the

school library Wade needs for his curriculum but also requires the same book titles be removed from his classroom library.

b. Wade believes the students should have access to the books in order to do their research.

c. Wade says “There are many ways to climb a tree.” He makes arrangements to have the books available for his students in the county library.

3. Emotional Moment: Wade is now more committed than ever to teach history as it actually happened, not some censored view of it.

a. Wade expresses his feeling that the president of the school board is representing a group that screens the “facts” of history then authorizes only those that fit their world view.

b. Students should be free to explore all the “facts” of history in order to decide for themselves how best to understand the present in terms of the past that created it.

c. Wade reminds his students that if we don’t learn from the mistakes of the past, we’re likely to repeat them.

4. Emotional Moment: Student Trevor Blake demands to know why current affairs are not being adequately included in Wade’s instructional program.

a. Trevor confronts Wade wanting to know why he’s not practicing what he’s been preaching.

b. Trevor is disappointed in Wade, his teacher, for whom he has great admiration.

c. Trevor says “What ever happened to Truth, Toleration, and Liberty?”

5. Emotional Moment: Students are assigned “Current Events Write-ups” and then required to present and debate the results of their work in class. The school board president is furious about Wade’s circumvention of the Board’s directives.

a. Wade asks the principal for help in addressing the challenge of including the topic of “current affairs” in class, given how political the schooling environment has become.

b. The principal says “You’ve got tenure, I don’t so I’ve got to be careful on how I advise you”.

c. The principal says “Find a way to let the students carry your water when it comes to the teaching of current affairs”.

ASSIGNMENT Day 15.2

Bob Rowen Builds Meaning with Dialogue Over Multiple Experiences.

What I learned doing this assignment is to first identify lines in the developing draft outline of my script so I can create an arc from the beginning to the end of the profound dialogue for each of the selected lines.

Select three (3) lines that you want to build deep meaning around. Create an arc for each line — Beginning meaning to ending meaning. Build the line into at least three scenes that work for the arc. For each one, tell us the line, the arc, and the different meaning you gave the line in the scenes it appeared.

CHARACTERS: Wade Meadows, Teacher. Don Walker, Principal. Ken Franks, President of the School Board. Madelynn Meadows, Wade’s Wife. Trevor Blake, Student.

Line 1: “Now I can freely and enthusiastically answer my calling.”

Opening: Don tells Wade he must produce a winning football program in order to remain on the teaching staff. Wade acknowledges he serves at the pleasure of the school board during his three-year probationary period. Don says it’s unfortunate but the school is judged by how well the football team is doing. Don makes it very clear that the power players in the school district want a winning football coach; a social science teacher is secondary. Wade decides to accept the job offer given the 3-year plan Don has proposed.

Wade produces a winning football program during his probationary period but runs into a buzzsaw with Franks over conservative-minded curriculum issues.

The swing vote on the school board is also the president of the Boosters club and that saves Wade’s bacon a couple of times during his non-tenured probation period!

At the beginning of Wade’s fourth year, he is granted tenure. After explaining the significance of tenure to Madelynn, Wade says “Now I can freely and enthusiastically answer my calling”.

Line 2: “Whatever happened to Truth, Toleration, and Liberty?”

Act 2: Don shares with Wade that the president of the school board (Franks) believes Wade is indoctrinating the students with a radical left agenda. Franks convinced the school board to ban books from the school library. He also ordered removal of books from Wade’s classroom library.

Wade shares his concerns about the school board’s behavior with Madelynn. Madelynn suggests Wade not include current affairs in class because it would entice Franks to cause more problems. Wade agrees and skirts covering current affairs in class.

Trevor confronts Wade asking why current affairs are not being included in class. Trevor says “Whatever happened to Truth, Toleration, and Liberty?”… Wade’s rallying cry from early on.

Line 3: “Let the students carry your water.”

The members of the Progressive Students Club, led by Trevor, demand current affairs be covered in class. Wade agrees that current affairs is definitely a vital part of the civics curriculum but states the politics of the school district is making it difficult to include an active treatment of current affairs in the classroom.

The students don’t understand why Wade is succumbing to the political environment of the school district. They point to the books that have been banned in the school library and the books that were removed from Wade’s classroom library. Trevor demands to know why Wade is not standing up to the administration in protest to the interference and censorship that’s taking place. In response to the students’ demands, Wade promises to turn things around.

Wade shares what’s taking place in the classroom and asks Don for help on how to include current affairs in his civics instruction while avoiding having any more problems with Franks. Don reminds Wade that the principal doesn’t have tenure so it’s necessary for him to be careful on how he supervises his teachers. Don smiles…then suggests maybe you can find a way to “Let the students carry your water” regarding current affairs in the classroom. Wade immediately sees a way to do that…but decides not to share his thinking with Don so as not to involve him in any way.

[Bob Rowen]

Bob Rowen Delivers Irony!

What I learned doing this assignment are ways to draft an outline using irony to focus on and deliver certain desired insights in my developing story.

The New Way: As a permanent teacher, Wade Meadows has tenure and no longer serves at the pleasure of the Board of Trustees. The president of the school board asserts there are other ways to terminate a permanent teacher by claiming there was a violation of the teacher’s Oath of Allegiance. Wade is charged with using the values of the Radical Left to indoctrinate his students. Insight: Teacher tenure is simply due process that ensures teachers cannot be fired because of cronyism or local politics.

The school board bans the books from the school library that’s needed for Wade’s curriculum. Wade creates his own classroom library for his students. The school board ordered those books banned from Wade’s classroom. The New Way: During the same time, Wade makes arrangements with the County library to have the same books available in the reference section for the students to use. Insight: When books are banned, the footing of the curriculum becomes unstable.

The New Way: Wade is now motivated more than ever to teach history as it actually happened. The president of the school board has an entirely different view. Wade labors over developing lesson plans that encourages student critical thinking and debate. Insight: Schools must not censor history.

The New Way: Wade assigns what he calls “Current Events Write-ups” and then requires his students to present and debate their papers in class. The school board president is infuriated by Wade’s teaching methodology designed to circumvent the school board’s directives. Insight: Students who are actively involved in learning motivates them to engage in higher-level critical thinking.

The New Way: Wade cleverly teaches about how fragile democracy is by addressing what the Founding Fathers had in mind and why. Progressive Club student, Trevor Blake, believes democracy is currently being threatened and acknowledges Wade’s attempt to address it in class while attempting to avoid repercussions from the school board. Insight: Teachers need to have open and honest communication with students.

[Bob Rowen]

Bob Rowen’s Delivers Insights Through Conflict

What I learned doing this assignment is a way to hone in on the delivery of the profound messages of the story.

With your list
of the New Ways / Insights you want audiences to experience, go through
these steps:
Step 1. What is the New Way / Insight you want to deliver?
Step 2. What kind of conflict could that insight show up in?
Step 3. Brainstorm ways you might deliver the insight through the
conflict.
Come up with at
least five (5) different ways you can use conflict to express an insight.

Step 1: Tenure is a good thing. Step 2: Conflict is a “loss”. Step 3: The school counselor opted for more money as an administrator instead of joining the union thereby giving up tenure. He loses his job for strictly political reasons in spite of his outstanding job performance as a school counselor.

Step 1: Students need to study history as it actually happened. Step 2: Conflict is an “argument”. Step 3: Wade publicly confronts the president of the school board during his disciplinary hearing by presenting the “testimony” of Kurt Reimann.

Step 1: The true business of schools is education, not Friday night football. Step 2: Conflict is a “public humiliation”. Step 3: Wade faces off with the president of the Boosters Club, who is also a school board member, at a school board meeting.

Step 1: Courage is the backbone of doing the right thing. Step 2: Conflict is a “power struggle”. Step 3: The ongoing struggle Wade Meadows has with Ken Franks, president of the school board and those powerbrokers who put Franks on the Board.

Step 1: Truth ultimately prevails. Step 2: Conflict is the “resolution of stakes raised”. Step 3: The resolution follows Wade’s disciplinary hearing during a T.V. reporter’s interview of Wade.

• This reply was modified 2 years ago by  Bob Rowen.

[Bob Rowen]

Bob Rowen’s Turns Insights into Action

What I learned doing this assignment is the important role action can play in delivering profound moments.

Create a list
of the New Ways and Insights you’d like audiences to experience
when they watch your movie.

Truth ultimately prevails.

Teacher tenure is a good thing.

Students need to study history as it actually happened.

The true business of schools is education.

The greatest satisfaction in teaching is making a meaningful difference in the lives of students.

Successful teaching is exposing the fallacious claims of indoctrination for what they truly are.

Courage is the backbone of doing the right thing.

With that list,
brainstorm ways to turn the New Ways / Insights into Action. Come up with
at least five (5) New Ways and the Action that will express them.

Once Wade Meadows gains tenure, he no longer serves at the pleasure of the school board thereby allowing him to pursue truthful history in his classroom instruction.

Wade Meadows declares education to be the fundamental purpose of schools, not Friday night football.

Wade Meadows introduces Kurt Reimann to his education community. Kurt shares his life experiences in Germany during Hitler-times and draws parallels to then and now in America.

Wade Meadows demands his disciplinary hearing be held in public for all to see.

In a surprise announcement by the superintendent of the County Office of Education, Wade Meadows is named the Teacher of the Year.

[Bob Rowen]

Bob Rowen’s Living Metaphors

What I learned doing this assignment is a way to further flush out elements of my story.

Brainstorm at least five of each of today’s challenges that you can put in your screenplay. With each, tell us the Old Way and the Challenge, and how you think it might play out in your story.

Five Ways That Should Work, But Don’t Challenges

1. Wade believes he should be able to teach historical truth but each time he does he often gets blowback from Franks. Wade not only puts himself at risk of losing his job, he also puts the principal on the chopping block because the principal supports Wade’s teaching.

2. Wade skirts the direct teaching of current affairs for political reasons in order to avoid having problems with Franks; Wade winds up having problems with the Progressive Students instead.

3. Wade carefully teaches about how fragile democracy is without mentioning the current Administration by addressing what the Founding Fathers had in mind and why. Students are unhappy with Wade because they feel he’s either attempting to indoctrinate them (Young Republicans Club) or intentionally avoiding the current political scene that should be part of the curriculum (Progressive Students Club).

4. Wade creates a classroom library to support his curriculum because the school board has banned certain books from the school’s library that are key to Wade’s curriculum. Franks responds by forcing Wade to remove those books from his classroom. Not to be deterred, Wade establishes a partnership with the city and county librarians for the books he can’t have at school, which infuriates Franks and the conservative elements of the community he represents.

5. Wade strives to provide a balanced approach during his teaching of controversial subjects, but he’s attacked from both the political left and right. He concludes no matter what he does in the classroom, it’s going to be considered wrong in somebody’s eyes.

6. Wade presents a unit of study on the Equal Rights Amendment believing it would be acceptable to everyone. Although Wade’s effort was widely embraced by the Progressive Students and their parents, there was a violent reaction led by Franks to Wade’s lesson plan.

Five Living Metaphor Challenges

1. Since Wade is not at liberty to provide direct current affairs instruction in his civics classes, he assigns what he calls “current affairs write-ups” to his students who then orally present and debate their “write-ups” in class.

2. Wade invites guest speakers into his classroom. Controversial topics are oftentimes covered. Franks is opposed to the practice of Wade deciding who he uses as guest speakers. Franks demands that guest speaker requests be submitted to the principal who must in turn get approval from Franks. Wade declares it’s not the job of the school board to screen the facts of history and allow only those to be used in the curriculum that fit the school board’s world view.

3. One guest speaker was the Labor Commissioner who presented his role of enforcing labor law. He wound up with seven violations of the code by the business community. Complaints concerning the problems Wade’s instruction was causing were made to Franks who told the principal something needed to be done to put a stop to Wade’s approach.

4. Another guest speaker was a holocaust survivor which was a huge problem for two prominent community members who are holocaust deniers, one of whom is Ken Franks, the president of the school board.

5. Wade meets Kurt Reimann during his school’s open house. Kurt is a 98-year-old German immigrant who sees parallels to what happened in Germany during Hitler-times and what is now happening in America today.

[Bob Rowen]

Bob Rowen’s Question Challenges and Counterexamples

What I learned doing this assignment is a methodical and systematic approach to addressing the old ways and further brainstorming Wade’s involvement with each of them.

What are the Challenges and the Old Ways, and how might they play out in my story?

Question Challenges and Counterexamples to Old Ways

Old Way, etc.: Wade believes he should be able to teach history as it actually happened. Is there a problem with that? Could be if it makes students feel bad about themselves or their country. The president of the school board, Ken Franks, has a very different view of Wade’s thinking. Wade views himself as an education professional; Franks does not. Franks believes the classroom teacher is hired to simply implement the curriculum program established by the school board. Is it the job of the school board to screen the facts of history and use only those that fit the school board’s world view? What is the proper role of a balanced presentation of past and current issues? Should the views of students be considered in determining what is being taught?

Old Way, etc.: Wade invites guest speakers into his classroom. The school board president is opposed to the practice. Franks demands every guest speaker must be approved by the principal before entering the classroom. Wade learns the principal must get the blessing of Franks before giving approval to Wade’s guest speaker request. Should school board members have a direct say in deciding who a classroom teacher can invite into the classroom? In my story, Wade invites Kurt Reimann into his classroom. Kurt is the great grandfather of one of his students. Kurt is a German immigrant who lived during Hitler-times and sees strong parallels between what happened during those times to what’s happening in America today. Franks has a full-blown hissy fit that sets in motion Wade’s disciplinary hearing.

Old Way, etc.: Wade skirts the teaching of current affairs for political reasons. Sixth period student, Trevor Blake, demands to know why current affairs are not being included in Wade’s instructional program. Wade agrees with Trevor but finds it difficult to explain the politics of the school district to a student. Wade asks for and receives help from the principal in the form of a suggestion for Wade to find a way to get the students directly involved. The principal tells Wade to let the students carry his water on the teaching of current affairs.

Old Way, etc.: All school library books must be approved by the school board and those books already in the library the school board has determined unacceptable must be immediately removed. Wade is opposed to banning books in the school library. Wade creates his own classroom library for his students. The president of the school board is outraged when he discovers Wade’s classroom library. Wade coordinates with the city and county libraries for books his students can use for their research.

Old Way, etc.: Wade carefully teaches about how fragile democracy is without mentioning the current Administration by addressing what the Founding Fathers had in mind and why. Sixth period student, Trevor Blake, believes democracy is currently being threatened and that Wade is not adequately or directly addressing it in the classroom. Trevor demands that Wade step up and courageously address the ridiculous politics of the high school board of trustees. The principal of the school agrees and suggests the students become directly involved in the effort. The principal also reminds Wade that he doesn’t have the protection of tenure and therefore must be very careful in what he allows Wade to do in the classroom.

Old Way, etc.: Wade encourages students to get involved and be politically active. According to Franks, students ought not be allowed to form political groups on campus. The 3^rd period students form the Young Republicans Club. Amy Franks, the daughter of the school board president, organizes the Young Republicans. Amy is supported by Joshua Brandis whose mother, Mrs. Brandis, serves on the school board. Mrs. Brandis is the wife of George Brandis, who is the Chair of the County Republican Central Committee. The 6^th period students form the Progressive Students Club organized by Trevor Blake. Trevor’s girlfriend, Autumn Whitmore, is the daughter of Walter Whitmore, who is the Chair of the County Democratic Central Committee. The two student groups become entangled in constant political discourse.

Old Way, etc.: The school’s curriculum is under attack by conservative political interests. The Progressive Students persistently demand Wade advocate for academic freedom. The principal and the superintendent privately support Wade but must strive to keep the school board happy because both of them serve at the pleasure of the board. Why does Wade insist upon treating his students as adults? Because a quarter of them are registered voters and the rest will soon be. A frustrated Wade feels that no matter what he does in the classroom, it’s going to be wrong in somebody’s eyes! So what will be his future course of action?

[Bob Rowen]

ASSIGNMENT Day 9.1

Bob Rowen’s 12 Angry Men Analysis

What I learned doing this assignment is an appreciation for a well-written complex interaction between the old ways and the challenges to them.

DISCUSSION OF OLD WAYS AND THE CHALLENGES PRESENTED TO THEM:

Initial vote 11-1 guilty. Let’s talk.

Let’s get this over with because I’ve two tickets to tonight’s Yankee game. I’ve lived among them all my life. They’re born to lie. Isn’t she one of them, too? Facts are facts. Guilty from the beginning. The role of prejudice was clearly evident. Smack them down. We’ve got the boy here. I’m a working man and don’t do a lot of supposing, I let my boss do that. He said “I’m going to kill you!” Don’t people often say that and don’t actually mean it? #2 has an angry outburst and says the same thing to #7 who responds, “You didn’t actually mean that.” The “unique” Swiss blade knife was brought into the room, then #7 produced another identical one he purchased the night before in a pawnshop in the neighborhood of the accused. The old man brought up the eyeglasses issue of the elderly lady who testified. The timing of the L-Train passing by the window and #7 raising doubts about the testimony. All this after #2 had said throw out all the other evidence because the whole case was based on her testimony. Then #2 (the last of the holdouts for guilty) said what about the other evidence; he was then reminded that he had previously said to throw it out. #2 came face to face with the baggage in his own life regarding the relationship he had with his son and was told by #7 the accused was not his son.

ASSIGNMENT Day 9.2

Bob Rowen’s Old Ways Challenge Chart

What I learned doing this assignment is how to brainstorm the weaving together of the storyline in draft form.

Old Way: Wade believes he should be able to teach history as it actually happened and the Principal agrees.

Challenge: President of the school board has a very different view.

Old Way: Wade skirts the teaching of current affairs for political reasons.

Challenge: Sixth period student, Trevor Blake, demands to know why current affairs are not being included in Wade’s instructional program.

Old Way: Wade invites guest speakers into the classroom.

Challenge: School board president is opposed to the practice.

Old Way: School board has its own very conservative curriculum agenda.

Challenge: The Principal, Don Walker, disagrees with it.

Old Way: All library books must be approved by the school board.

Challenge: Wade is opposed to banning books in the school library.

Old Way: Wade creates a classroom library to support his curriculum.

Challenge: School board president is opposed to the books in Wade’s classroom.

Old Way: Students are not allowed to form political groups on campus.

Challenge: Wade encourages students to get involved and be politically active.

Old Way: The school’s curriculum is controlled by conservative political interests.

Challenge: Sixth period students, the Progressive Students Club, demand Wade advocate for academic freedom.

Old Way: Wade carefully teaches about how fragile democracy is by addressing what the Founding Fathers had in mind and why.

Challenge: Sixth period student, Trevor Blake, believes democracy is currently being threatened and Wade is not adequately or directly addressing it in the classroom.

[Bob Rowen]

Bob Rowen’s Profound Ending

What I learned doing this assignment is how to further develop the journey of my transformable character.

Design your ending to have a profound impact.

What is your Profound Truth and how will it be delivered powerfully
in your ending? Democracy for evermore but only if we can keep it. In
pursuance of teaching how fragile our democratic form of government is,
the forces working against democracy are revealed.

How do your lead characters (Change Agent and Transformable
Characters) come to an end in a way that represents the completed change? In
dealing with an autocratic school board president with an agenda of his
own, Don Walker, Principal (Change Agent), provides Wade Meadows,
Teacher (Transformable Character), transforming suggestions on how to stay
the course with the school’s actual curriculum rooted in the school’s founding
principles of Truth, Toleration, and Liberty.

What are the setups/payoffs that complete in the end of this movie,
giving it deep meaning? The autocratic school board president, Ken
Franks, does the bidding of political powerbrokers by attacking Wade’s
teaching. Frank’s attacks culminate in charging Wade with violating his
Oath of Allegiance and recommends his termination of employment.

How are you designing it to have us see an inevitable ending and
then making it surprising when it happens? During Wade’s disciplinary
hearing, the recommendation for his termination passes by a tentative 3-2
vote. Before the school board makes its decision final, several members of
the public speak in favor of Wade. The last one to speak is the
superintendent of the county office of education who announces the
decision by his office to name Wade Meadows Teacher of the Year. Two
members of the high school district board of trustees demand a
reconsideration and the school board’s vote is reversed.

What is the Parting Image/Line that leaves us with the Profound
Truth in our minds? Wade Meadows last statement during a television
interview –

TV REPORTER

Considering what happened tonight, do you think you’ve achieved a long lasting, satisfactory outcome?

WADE

I seriously doubt it. I say that because our democracy is under attack, and since our schools are a reflection of what’s happening in society, I feel our education system is under attack as well.

TV REPORTER

It seems as though you have more to say…

WADE

Well, I do but I’ve got to be careful for obvious reasons. When I’m in the classroom, what I say and do must always be balanced and I make sure it is! Out here, let me just say we have a divided nation, a divided community, a divided student body, and I should add, a divided school board — and it’s all about the politics that’s currently sweeping the country.

TV REPORTER

One last question. As an educator, oh, and I might add, as the Teacher of the Year, how do you explain the politics that’s currently sweeping the country?

WADE

In a few words? IGNORANCE, APATHY, TRIBALISM, RACISM, and GREED. Of course, there’s nothing new about any of this, but when coupled with Citizens United, a movement that made compromise a sign of weakness, the free press the enemy of the people, and constant lying to the American people acceptable, then we see our democracy threatened and the need to engage our students more than ever in real education based on Truth, Toleration, and Liberty. Democracy for evermore but…only if we can keep it.

• This reply was modified 2 years ago by  Bob Rowen.

[Bob Rowen]

Bob Rowen’s Connection with the Audience.

What I learned doing this assignment is the importance of devising a way to make the characters appealing to the audience thereby connecting them to the story.

Tell us which characters you are going to INTENTIONALLY create a
connection with the audience. 2. With each character, tell us how you’ll
use each of the four ways of connecting with the audience in the first 30
minutes of the movie. A. Relatability B. Intrigue C. Empathy D. Likability,

WADE MEADOWS – Transformable Character: A classroom teacher who survives his first three probationary years because of his successful football coaching. Intentional connection with the audience will be Likability because he is an idealistic, naïve, headstrong person who is at war with some on-the-school-board powerbrokers over curriculum while at the same time wanting to provide security for his family. After gaining tenure, Wade learns it may not be enough to protect him from the powerbrokers opposed to his teaching.

DON WALKER – Change Agent: The high school’s principal. Intentional connection with the audience will be Intrigue because he cleverly supports Wade in Wade’s struggle with the school board while not having tenure (it’s like Don says, “I’m just three votes from losing my job every month).

MADELYNN MEADOWS – Supporting Character: Wade’s devoted and supportive but fearfult wife. Intentional connection with the audience will be Empathy because security is more important to her than taking risks. Madelynn is scared her husband will lose his job.

AFTER THINKING MORE ABOUT THIS ASSIGNMENT, I’M ADDING THE FOLLOWING:

Intentional connection with the audience:

WADE MEADOWS – Transformable Character: A classroom high school social science teacher.

Relatability – Wade wrestles with the challenges of being a new, inexperienced teacher.

Likability – Wade is a teacher dedicated to making a meaningful difference in the lives of his students.

Empathy – The president of the school board wants Wade gone for political reasons!

Intrigue – Wade learns tenure may not be enough to protect him from the powerbrokers opposed to his teaching.

DON WALKER – Change Agent: The high school’s principal.

Relatability – Don is caught up in the middle, striving out of necessity to keep both opposing forces happy.

Likability – He is kind, considerate and appreciates excellent work but finds himself on the chopping block because of it.

Empathy – As a school administrator, Don doesn’t have tenure so he’s just 3 votes away every month from losing his job.

Intrigue – Will he be able to keep his job while supporting Wade?

MADELYNN MEADOWS – Supporting Character

Relatability – Madelynn is a devoted and supportive wife.

Likability – She is willing and able to stand up to Wade when necessary.

Empathy – Because security is more important to her than taking risks, Madelynn is scared her husband will lose his job.

Intrigue – What will happen if Wade loses his job?

• This reply was modified 2 years ago by  Bob Rowen.

[Bob Rowen]

Bob Rowen’s Transformational Structure

What I learned doing this assignment was the need to rethink some earlier portions of my story and how nicely it’s coming together. Can’t hardly wait to write the script.

Transformational Logline.

An idealistic, naïve, headstrong high school social science teacher must repetitively experience the realities of his educational system until he is forced to come to terms with the politics of it.

Main Character

Transformational Character: WADE MEADOWS

3. Mini-Movie Model (DRAFT):

MM #1 (Pages 1-15) WADE MEADOWS gets to teach only because he is willing and able to coach football. The school community wants a winning football program! Wade must turn around a losing football program within his first three years of teaching in order to keep his teaching position because he does not have tenure. Wade is successful in both the classroom and on the football field during this three-year probationary period.

First turning point: Wade is granted tenure at the beginning of his fourth year in the school district but resigns as football coach after his fourth season because he discovers a serious performance enhancing drug-use problem with the players.

MM #2 (Pages 15-30) Wade focuses on his teaching and encourages his students to get involved and become critical thinkers. His focus is on the rise of political parties, what led to the Populist Movement, the New Deal, and the Great Society in American history. Two student groups emerge: His third period students, the Young Republicans Club; and his sixth period students, who call themselves the Progressive Students Club. All seems well at first because an idealistic Wade believes that truth and compromise will ultimately prevail.

Second turning point: Wade is called into the principal’s office because some parents have complained about his teaching. The group of complaining parents turns out to be just one parent – the president of the school board whose daughter is in Wade’s third period class.

MM #3 (Pages 30-45) During a school’s open house event, Wade befriends KURT REIMANN, a 98-year-old German immigrant, who is the great grandfather of one of Wade’s students.

Third turning point: The students aren’t making the connection of past historical events with the current political scene. And there is a lot of resistance to Winston Churchill’s warning, “Those that fail to learn from history are doomed to repeat it”.

MM #4 (Pages 45-60) After Wade converses with Kurt, he seizes upon the opportunity for his students to hear directly from Kurt his concerns regarding the parallels of what happened in his country during Hitler-times to what’s happening now in America.

Fourth turning point: All hell breaks loose with the president of the school board!

MM #5 (Pages 60-75) Wade is confronted by TREVOR BLAKE, one of his sixth period students, who demands to know why Wade is not addressing current affairs head-on in class. Wade responds that there are problems with getting political in class but agrees current affairs is a necessary part of the civics curriculum. After meeting with his principal, Wade receives some suggestions and encouragement for dealing with the challenge.

Fifth turning point: Wade decides to take up the challenge.

MM #6 (Pages 75-90) Wade develops a current affairs approach that is completely student centered and the principal fully supports it.

Sixth turning point: The president of the school board, Ken Franks, hates what Wade has done in the past and is now doing in the classroom with what he considers as Wade’s radical left teaching. Franks charges Wade with violating his teacher’s Oath of Allegiance and recommends his termination.

MM #7 (Pages 90-105) Wade decides to defend himself and demands an open hearing so he can put an example of his teaching methods and strategies on public display. After Wade finishes his demonstration, the president of the school board calls it a charade and retires the school board into an executive session. A short time later, the school board announces in open session a 3-2 vote in favor of Wade’s termination. A large portion of the audience recoils!

Seventh turning point: A suspenseful state of affairs exists.

MM #8 (Pages 105-120) Members of the audience demand to speak one last time before the school board makes it final. The last member of the audience to speak, who happens to be the Superintendent of the County Schools Office, makes a surprise announcement that was supposed to be made public next week. His office has named Wade Meadows Teacher of the Year. Two members of the school board immediately demand they go back into executive session to reconsider its decision. After a very long period of time, the school board returns to public session and announces a reversal of its earlier decision.

Eighth turning point: There is a new teaching reality for Wade.

[Bob Rowen]

Bob Rowen’s Three Gradients

What I learned doing this assignment is the definition for “gradient of change” and how to employ it in my storyline. And furthermore, I have a better understanding of how to zero in on the transformation journey.

Transformational Journey Logline:

An idealistic, naïve, headstrong high school social science teacher must repetitively experience the realities of his educational system until he is forced to come to terms with the politics of it.

Emotional Gradient: Desired Change:

· WADE MEADOWS, a high school social science teacher, is finally granted tenure and achieves the all-important job security. EXCITEMENT.

· But Mr. Meadows soon realizes tenure is not the godsend he thought it was when it comes to the politics of his educational environment. DOUBT.

· With the support of the school’s principal, Wade feels he can freely teach without fear or favor in accordance with the school district’s century-old founding principles of Truth, Toleration, and Liberty. HOPE.

· But he learns the conservative school board members, led by the ultraconservative school board president, are not happy with his teaching and want him gone. DISCOURAGEMENT.

· Wade decides to continue his teaching and eventually finds it necessary to face the high school board of Trustees in an open disciplinary hearing. COURAGE.

· The County Office of Education (not the high school district) names Wade “TEACHER OF THE YEAR” thereby enabling him to keep his job with the high school district. TRIUMPH.

[Bob Rowen]

Bob Rowen’s Lead Characters

What I learned doing this assignment is the need to start thinking about the roles of oppression and the betraying character in my story.

1. Tell us your transformational journey logline.

An idealistic, naïve, headstrong high school social science teacher must repetitively experience the realities of his educational system until he is forced to come to terms with the politics of it.

2. Tell us who you think might be your Change Agent and give a
few sentences about how that character fits the role. Also, include: –
Their vision: – Their past experience that fits that vision:

DON WALKER – High School Principal. Walker is on the chopping block. He must select someone who can turn around the school’s losing football program. Walker also desires to have a dynamic social science instructional program and believes Wade Meadows will provide it. Walker and Wade have similar academic backgrounds and life experiences. Walker has a plan for Wade’s best chance for success with the football program.

3. Tell us who you think might be your Transformable Character(s)
and give a few sentences about how that character fits the role.

WADE MEADOWS – A newly hired high school social science teacher and football coach. Wade was able to land the teaching job only if he’s willing and able to coach football. He has three years to turn a losing football program around in order to keep his teaching position. Teaching is Wade’s lifelong goal. If Wade fails to achieve his goal of producing a winning football team, he will be let go before receiving tenure at the beginning of his fourth year of full-time teaching. Wade is successful with the football program and receives tenure only to run into a buzzsaw about his teaching with the conservatives on the school board.

4. Tell us who or what you think might be The Oppression and
give a few sentences about how The Oppression works in your story.

The Lack of Tenure – The school district’s superintendent, the high school’s principal, and Wade (for the first three years of his employment) do not have tenure and serve at the pleasure of the school board. In the words of the superintendent, “As unfortunate as it may be, the school is judged by how well the football team is doing.”

5. Tell us who you think might be your Betraying Character and
give a few sentences about how that character fits the role.

BOB WAVERLY – Waverly is the fifth and final swing vote on the school board. He is also President of the Boosters Club. The school board, consisting of five members, has two ultraconservative members who eventually oppose Wade’s teaching and two progressive members who support Wade’s teaching. Waverly continues to support Wade so long as his football coaching is successful. Wade survives a couple of attempts to get rid of him because of his teaching after his second and third years of employment by a 3-2 vote each time. However, after he receives tenure, Wade is charged with violating his Oath of Allegiance to the school district because of his teaching and faces employment termination from the school district. Will Waverly now change his vote?

[Bob Rowen]

Bob Rowen’s Transformational Journey

What I learned doing this assignment is how to approach putting a logline together for my story. And further how to address the old ways of my main character that setup his transformational journey.

Logline:

An idealistic, naïve, headstrong high school social science teacher must repetitively experience the realities of his educational system until he is forced to come to terms with the politics of it.

1. Issue: An idealistic, naïve, headstrong high school social science teacher …

2. Journey: … must repetitively experience the realities of his educational system …

3. Transformation: … until he is able to come to terms with the politics of it.

Old Ways:

The teacher has reasons to believe he is on the same page with those in charge of the instructional program. He brings the “real world”, past and present, into the classroom and encourages his students to wrestle with what they consider the good and bad of it. In so doing, he ignores the cautionary warnings of those who express concern with his approach.

New Ways:

The teacher revisits and promotes the need for academic freedom based on his school’s more than a century old set of founding principles dedicated to “Truth, Toleration, and Liberty”.

[Bob Rowen]

Bob Rowen’s Analysis of Groundhog Day.

What I learned doing this assignment is a new and beneficial way of approaching and identifying the profound elements of a screenplay.

What is the CHANGE? Going from being a
narcissistic person to a magnanimous one.

What is the Transformational Journey? The forced “lessons” during the day the transformable character keeps repeating over and over again.

Who is the Change Agent and what makes her the
right character? RITA because she doesn’t initially relate to Phil.

Who is the Transformable Character and what makes him the right character? PHIL because he is a jerk that needs to straighten up!

What is the Oppression? Phil is trapped in a time warp of having to repeat the same day over and over again.

<div>
How are we lured into the profound journey? What
causes us to connect with this story? There is some confusion at first.
Where is this story going? Then some answers begin to emerge creating
intrigue. We want to see if he’s going to straighten out.
</div><div>

Looking at the character(s) who are changed the
most, what is the profound journey? From “old ways” to “new way of being.”
Identify their old way: Identify their new way at the conclusion: Phil is
self-absorbed and unhappy in the beginning. He develops an interest in
Rita and eventually realizes he must change in order to win her affection.

</div><div>

What is the gradient the change? What steps did
the Transformational Character go through as they were changing? The
discovery of what Rita needs from Phil in order to win her over.

How is the “old way” challenged? What beliefs are
challenged that cause a main character to shift their perspective…and make
the change? When Phil realizes his old ways aren’t working.

What are the most profound moments of the movie?
When Phil catches the boy who falls out of the tree, finally gives the old
guy a wad of money after ignoring him many times, learns to play the piano
for Rita’s benefit, and recites poetry for Rita’s benefit.

What are the most profound lines of the movie? The
comments Phil makes to those who those he initially ignored during his old
way of being.

How does the ending payoff the setups of this
movie? When Phil finally connects with Rita, and the day after Groundhog
Day finally arrives.

What is the Profound Truth of
this movie? Crappy personalities can change.

</div>

[Bob Rowen]

Bob Rowen’s First Three Decisions

What I learned doing this assignment is an interesting thought process for setting up my Cause screenplay.

My first three decisions:

1. What is your profound truth?

Truth ultimately prevails in a democratic educational environment.

2. What is the change your movie will cause with an audience?

CHARACTER ARC = The main character goes from a naïve view of educational governance to a coming of terms with it.

AUDIENCE CHANGE = The audience now has a new appreciation for the roll of academic freedom.

3. What is your Entertainment Vehicle that you will tell this story through?

THE EMBELLISHED AS-IT-HAPPENED CONFLICT

[Bob Rowen]

Hello all,

I’m Bob Rowen, an 82-year-old disabled veteran, who is recovering from some health setbacks. These setbacks explain, at least in part, why I only have several “drafts” and no finished scripts. I’m now climbing back onto the saddle, looking forward to being part of this class, and getting to know and learn from all of you. My goal for this class is to learn how to write an exciting and engaging profound screenplay. Finally, I’m a nuclear whistleblower, a story too long to tell here, and a retired educator and school administrator.

[Bob Rowen]

Bob Rowen

“I agree to the terms of this release form.”

GROUP RELEASE FORM

As a member of this group, I agree to the following:

1. That I will keep the processes, strategies, teleconferences, communications, lessons, and models of the class confidential, and that I will NOT share any of this program either privately, with a group, posting online, writing articles, through video or computer programming, or in any other way that would make those processes, teleconferences, communications, lessons, and models of the class available to anyone who is not a member of this class.

2. That each writer’s work here is copyrighted and that writer is the sole owner of that work. That includes this program which is copyrighted by Hal Croasmun. I acknowledge that submission of an idea to this group constitutes a claim of and the recognition of ownership of that idea.

I will keep the other writer’s ideas and writing confidential and will not share this information with anyone without the express written permission of the writer/owner. I will not market or even discuss this information with anyone outside this group.

3. I also understand that many stories and ideas are similar and/or have common themes and from time to time, two or more people can independently and simultaneously generate the same concept or movie idea.

4. If I have an idea that is the same as or very similar to another group member’s idea, I’ll immediately contact Hal and present proof that I had this idea prior to the beginning of the class. If Hal deems them to be the same idea or close enough to cause harm to either party, he’ll request both parties to present another concept for the class.

5. If you don’t present proof to Hal that you have the same idea as another person, you agree that all ideas presented to this group are the sole ownership of the person who presented them and you will not write or market another group member’s ideas.

6. Finally, I agree not to bring suit against anyone in this group for any reason, unless they use a substantial portion of my copyrighted work in a manner that is public and/or that prevents me from marketing my script by shopping it to production companies, agents, managers, actors, networks, studios or any other entertainment industry organizations or people.

This completes the Group Release Form for the class.

[Bob Rowen]

Bob Rowen’s Outline Version 1

Title: The Whistleblower from Mendocino Bay

Logline: The Whistleblower from Mendocino Bay is an action drama about a nuclear control technician turned whistleblower who wants to keep people safe from the many and dangerous hazards of a nuclear power plant despite villainous efforts to silence him.

Action Outline:

Opening:

1. Prater (Hero) is introduced in access control of the nuclear facility on his way to Minus 66 for a dangerous job assignment under the reactor.

2. A nuclear accident occurs under the reactor [1^st Action Scene]. Prater and another nuclear control technician, Ray Hastings, become grossly contaminated when reactor water and reactor crud rains down on them during the accident.

Inciting Incident:

3. During a meeting with Edgar (Villain) immediately following the opening scene, Prater locks horns with Edgar over what happened at Minus 66, a number of reoccurring unsafe working conditions at the nuclear facility, and the company’s attitude regarding needless and senseless radiation exposure [2^nd Action Scene]. Edgar says “the contamination really isn’t a problem, it’s just a nuisance!” An angry Prater serves notice that he “did not hire on to commit suicide in order to collect a goddamn paycheck”.

4. Prater continues to be a threat to Edgar’s role of promoting and protecting a failed and dangerous technology in order for the Far-West Gas and Electric Company to “go-nuclear” all along the California coastline.

First Turning Point at end of Act 1

1. Extremely radioactive “mysterious” particles are found flying around outside the plant’s radiation controlled area. After discovering the company’s removal of the most important element of the radiological monitoring system at the South Bay Elementary School downwind from the nuclear facility, Prater confronts Edgar and all hell breaks loose! [3^rd Action Scene]

2. Edgar denies Prater access to an AEC compliance inspector

who was in the plant and then threatens Prater if he goes to the AEC on his own.

3. Prater is forced off the road and crashes on his way to meet with a Wall Street Journal reporter. [4^th Action Scene] An injured Prater escapes and his documentation disappears.

4. In consultation with his wife, Kathryn, Prater must choose between a lucrative career and doing the right thing; that is, pursuing what he sees as a “moral imperative”. Prater, along with another control technician, Forrest Williams, decide to cause a ruckus at a required monthly company safety meeting in order to publicly address management’s illegal and immoral conduct. [5^th Action Scene]

5. There is a barroom fight between Prater’s small group of supporters and a large number of Edgar’s company men who view Prater as a troublemaker and a threat to their livelihoods. [6^th Action Scene]

Second Turning Point at end of Act 2

6. Edgar very publicly engages Prater in the control room.

7. The verbal altercation between Edgar and Prater turns physical and Prater is fired for striking his superior. [7^thAction Scene]

Crisis/Dilemma

8. Prater is shown a false confidential police report sent to the FBI that would enable him to prove the company conspired to make him a national security risk. In order to clear his record, Prater would have to reveal his source but promised he wouldn’t.

9. Prater befriends a University professor, Dr. Kasun, who suggests he must go public as quickly and in as many difference ways as possible in order to protect himself and his family. Dr. Kasun suggests he appeal the decision that he was “terminated with cause” in order to require Edgar and others to testify under oath.

Climax

10. The two-day Hearing before the California Unemployment

Appeals Board provides Prater an opportunity to obtain

transcripts of the Edgar’s, et al., testimonies.

11. Prater wins his case and uses the transcripts of the

Hearings to write his book My Mendocino Bay Diary: A true

story of betrayal of the public trust.

Resolution

TWELVE YEARS LATER

12. At one of his author events and book signings, Prater is asked, “Whatever happened to Edgar Skaggs? Prater responds, “I have no idea”, as if he could care less!

13. However, another person in the audience says, “I know what happened to him. He developed terminal cancer and committed suicide.”

14. Then another person blurts out, “Ray Hastings and Warren Hanson also died of cancer”.

15. Still another person says, “I’ve buried a lot of my classmates at South Bay Elementary School”.

[Bob Rowen]

Bob Rowen’s Fast formatting!

What I learned doing this assignment is how to create, consider word choices, and format an action scene.

INT. GRACIE’S PUBLIC HOUSE – NIGHT

Prater, Forrest, Ray, Darrell, and Teague are playing pool and drinking beer in the back of the tavern. There’s a guy sitting alone under the moose head who’s been listening and staring at the four of them.

PRATER

Anyone know who that guy is that’s been gazing at us?

FORREST

He looks familiar but I don’t know him.

Prater goes to the barkeep.

PRATER

Do you know that guy who’s sitting under the moose head?

BARKEEP

Can’t say I do but I think he works for Far-West.

PRATER

Not at the power plant.

BARKEEP

He’s been in here with some fellas I know works in the line department for Far-West. He asked earlier if he could use my phone and I couldn’t help but notice he was looking at you guys the whole while he was on it.

PRATER

There’s been some trouble at the power plant. And that’s mostly what we’ve been talking about.

BARKEEP

I think he’s been listening in.

PRATER

Very well could be.

Prater returns to the pool table.

DARRELL

Find out anything?

PRATER

Yeah, maybe. Let’s keep an eye on him and we’d better watch what we say.

Teague racks the balls.

TEAGUE

Let’s play last pocket. It’s me and Darrell against Prater and Forrest this time.

RAY

Fine by me. It’s my turn to get the next round anyway.

They start the game…then SUDDENLY several men pour into the room displaying various weapons. Edgar appears from behind the first echelon and points at Prater…yells…

EDGAR

That’s him. Get him.

The room explodes…

A big burley brute immediately advances on Prater…

Prater jabs the brute in the chest with the butt of his cue stick…

The brute staggers forward…Prater grabs a pool ball

THUD!

– Slams it alongside his head

Eyes roll back — collapses.

Tables crash…broken glass everywhere.

Chairs fly…women scream.

Prater picks up a chair…hits an intruder, and then…

WHOOSH!

He heaves it at two more intruders.

PRATER

(to Barkeep)

Better call the police.

BARKEEP

I did.

Teague is trapped against the pool table trying to escape…

Prater kidney punches the guy —

Teague now free.

Prater whirls around…comes face-to-face with Edgar.

Prater grabs Edgar’s family jewels and squeezes them.

PRATER

(whispers)

Call off your fucking goons!

EDGAR

Not a chance!

Praters squeezes harder.

Edgar bellows in pain.

PRATER

Call them off! NOW!!

They frantically skirmish…

Edgar breaks free.

Prater delivers a targeted blow to Edgar’s gut!

Edgar groans…doubles over.

Forrest, Ray, Darrell, and Teague are grouped together at the back end of the bar.

Barkeep is motioning for Prater to join them…

BARKEEP

The police have arrived out front. You fellas need to go through the storeroom and out the back. I’ll take care of everything in here.

[Bob Rowen]

Bob Rowen’s Great Action Set Piece!

What I learned doing this assignment is how to “build in meaning” to an action scene.

OUTLINE OF ACTION SET:

Set Up: Several prior scenes lead up to the failed showdown between Edgar and Prater in the following barroom fight scene. But there’s more to Edgar and Far-West’s plan.

Pre-Action

· Gracie’s barkeep connects with Prater after the Minus 66 accident.

· Prater becomes involved in a police brutality case.

· Edgar denies Prater access to AEC regarding removal of Station 14.

· Prater unsuccessfully seeks union support for nuclear whistleblower protection.

· Prater brazenly confronts nuclear plant management regarding radiation safety.

· Corporate headquarters responds with a plan to go after Prater.

· McCrea informs Prater trouble is brewing but keeps sources close to his chest.

Action

· Prater, Forrest and three other supporters are in Gracie’s playing pool.

· A dozen Company men led by Edgar enter and a nasty fight breaks out.

· Prater and Edgar go at it one-on-one. Prater puts down Edgar, his boss.

· A patron calls police.

· Several policemen enter and side with Edgar and his men.

· Barkeep escorts Prater and supporters into the storeroom and out the back of the building.

Post-Action

· Forrest is suspended then fired; but Edgar is really after Prater.

· Prater takes up a collection for Forrest and his family.

· Edgar engages Prater in front of many key witnesses in the reactor control room.

· It’s a set-up. Prater loses control and strikes Edgar. Prater is fired.

· Prater discovers a secret police document that makes him a national security risk. Does Edgar and the Company win?

· Prater meets Dr. Kasun. Prater becomes a full blown whistleblower seeking protection.

9 PLACES FOR UNIQUENESS:

1. Environment: Gracie’s Pizza Hut & Pool Hall.

2. Rules: No fighting and decent behavior.

3. Villain: Large number of Company men opposed to Hero and his few supporters.

4. Mission: Hero’s need to defend the truth.

5. Struggle: The clash between Company’s Big Lie and Hero’s Whistleblowing.

6. Unique Skillset: Hero’s military hand-to-hand combat and escape-and-evade training.

7. Meaning: Company men serving notice on Hero and his few followers.

8. Allies: The police show up in support of the Far-West Company men.

9. Weapon: Brass knuckles, Billy club, pool sticks, pool balls, chairs, broken bottles.

STRATEGIES TO ELEVATE THEM:

A. What if…?

Villain: The plant’s nuclear engineer leads the Company men.

B. Take to an extreme.

Mission: The plant’s nuclear engineer faces off with Hero.

C. Specific to character or environment.

Mission: Hero lays out his boss, the plant’s nuclear engineer.

D. Shocking or Surprising.

The police show up and side with Company men.

E. Go opposite.

Allies: Gracie’s barkeep sides with Hero and his supporters.

F. What haven’t we seen?

The escape route Hero and his supporters use to leave the scene.

[Bob Rowen]

Bob Rowen’s Unique Action

What I learned doing this assignment is an approach to enhance the action scene.

Action Scene: Police Brutality Incident

1. Environment: Street corner at Harris & K Market.

2. Rules: Don’t interfere with official police business.

3. Villain: An out-of-control police officer in this situation.

4. Mission: Hero is compelled to stop the beating.

5. Struggle: Officer is beating victim on his face and head with baton.

6. Unique Skillset: Hero’s military hand-to-hand combat training.

7. Meaning: Hero is bent on doing the right thing.

8. Allies: A growing crowd of supportive onlookers save one.

9. Weapon: A uniformed police officer’s baton.

Brainstorm ways to make it more unique:

A. What if…?

Weapon: Out-of-control officer draws his revolver.

B. Take to an extreme.

Mission: Hero disarms out-of-control officer.

C. Specific to character or environment.

Villain: Out-of-control officer attacks Hero who immediately neutralizes him.

D. Shocking or Surprising.

Mission: Second uniformed police officer privately thanks Hero.

E. Go opposite.

Mission: After police leave scene, one bystander attacks Hero to no avail.

F. What haven’t we seen?

Villain: Small Guy in civvies is actually off-duty police officer.

Action Scene: Barroom Fight

1. Environment: Gracie’s Pizza Hut & Pool Hall.

2. Rules: No fighting and decent behavior.

3. Villain: Large number of Company men opposed to Hero and his few supporters.

4. Mission: Hero’s need to defend the truth.

5. Struggle: The clash between Company’s Big Lie and Hero’s Whistleblowing.

6. Unique Skillset: Hero’s military hand-to-hand combat and escape-and-evade training.

7. Meaning: Company men serving notice on Hero and his few followers.

8. Allies: The police show up in support of the Far-West Company men.

9. Weapon: Brass knuckles, Billy club, pool sticks, pool balls, chairs, broken bottles.

Brainstorm ways to make it more unique:

A. What if…?

Villain: The plant’s nuclear engineer leads the Company men.

B. Take to an extreme.

Mission: The plant’s nuclear engineer faces off with Hero.

C. Specific to character or environment.

Mission: Hero lays out his boss, the plant’s nuclear engineer.

D. Shocking or Surprising.

The police show up and side with Company men.

E. Go opposite.

Allies: Gracie’s barkeep sides with Hero and his supporters.

F. What haven’t we seen?

The escape route Hero and his supporters use to leave the scene.

Tell us about the improvements that you have made:

1. In the police brutality scene, I added the out-of-control officer drawing his revolver. And in doing so, it placed the Hero even more into an already intense situation.

2. Also added in the police brutality scene: (1) The second uniformed police officer thanking Hero for stopping the beating; (2) The out-of-control officer attacking Hero; (3) One bystander attacking Hero; and (4) the Small Guy in civvies is actually an off-duty police officer.

3. In the barroom fight scene, I added the plant’s nuclear engineer to the group of Company men and a face-off between him and the Hero.

4. Also added to the barroom fight scene is the barkeep who sides with Hero and his supporters. Also added is an escape route provided by the barkeep.

[Bob Rowen]

Bob Rowen’s Level 3 Action Emotions

What I learned doing this assignment is how to incorporate the emotions of danger, excitement, and adrenaline into my script.

1. Outline of scene that includes danger, excitement, and adrenaline.

Set-up (in previous scenes): Prater was warned at the union meeting, that if he continued giving the company a bad time, “bad things will happen”. McCrea told Prater and others that “trouble is brewing”. Prater’s son, Robbie, receives a threatening phone call.

Danger: On his way to the bus barn, Prater is driving an empty 79-passenger school bus traveling 70 mph when suddenly the left front tire explodes.

Excitement: The bus immediately swerves to the left. Prater looks in the driver’s side mirror and sees a cloud of black smoke filled with flying debris. He battles an out-of-control bus for what seemed like an eternity to bring it back under control.

Adrenaline: Smoke is boiling out from the left front of the bus. Prater immediately grabs the onboard fire extinguisher and runs around the front of the bus. The wheel well under the driver’s seat is on fire. Prater, in shock, walks to the highway patrol weigh station for help.

2. Scene as a first draft, highlighting danger, excitement, and adrenaline.

INT. SCHOOL BUS (MOVING) – LATE AFTERNOON

Prater is driving an empty 79-passenger school bus traveling 70 mph.

PRATER (V.O.)

Of all the fucking warnings we’ve received, the one that’s most troubling was last night’s threatening call Robbie got. I just can’t get that one out of my head.

Beat.

Prater is approaching the Clam Beach straightaway when suddenly there is an explosion in the left front wheel well. The bus swerves to the left. Prater glances in the driver’s side mirror and sees a cloud of black smoke filled with flying debris. He panics, then battles an out-of-control bus for what seemed like an eternity to bring it back under control.

EXT. FRONT OF SCHOOL BUS – CONTINUOUS

Smoke is boiling out from the left front of the bus. The wheel well under the driver’s seat is on fire. Prater immediately grabs the onboard fire extinguisher and runs around the front of the bus.

EXT. ROAD SHOULDER – CONTINUOUS

Prater now in shock starts walking to the highway patrol weigh station for help.

[Bob Rowen]

Bob Rowen’s Level 2 Action Emotions

What I learned doing this assignment is how to use the “surprise, shock, and suspense” emotions that will ultimate result in a bloody fight scene.

1. Scene using: surprise, shock, and suspense.

Union Hall: Hero and supporting characters are planning to propose their union join a legislative petition effort by the Oil, Chemical, and Atomic Workers Union to protect nuclear whistleblowers from retaliation.

2. Outline of scene:

Surprise: Hero and three supporting characters expect the members of their IBEW, Local 1245 Union to embrace the proposal only to receive threats and hear “It’s not in our best interest!”

Shock: After Hero hands the petition to the union executive, it is ripped into pieces and thrown to the floor. One of the supporting characters takes issue and the Sargent at Arms slugs him.

Suspense: The union boss says to Hero, “If you people continue giving our company a hard time, bad things will happen.

3. Scene as a first draft:

INT. UNION HALL – NIGHT

Virgil Prater, Forrest Wilson, Ray Hastings, and Darrel Porter are sitting alone in the Union Hall preparing for tonight’s union meeting.

PRATER

I don’t think there’s going to be a problem with our union. The Oil, Chemical, and Atomic Workers Union is all zazzed about this petition.

FORREST

How’d you get involved with them.

PRATER

It was through an attorney for the Environmental Defense Fund. After I shared my concerns about our place with him, he asked if my union would be interested because there are no protections for nuclear whistleblowers at the present time.

The room is filling up with union members mostly from the power plant, line and gas departments.

Beat.

The Chief Shop Steward settles everyone down.

CHIEF SHOP STEWARD

I’m calling this meeting to order and without objection I want to start with the proposal to join in a legislative petition effort by the Oil, Chemical, and Atomic Workers Union to protect nuclear whistleblowers from retaliation.

MEMBER #1

That’s pure bullshit! And I know who’s behind this fucking shit!

CHIEF SHOP STEWARD

Hold on now. Let’s let Virgil Prater speak to the proposal.

PRATER

The Atomic Workers Union asked me if our union would like to join with them because right now there are no whistleblower protections for nuclear employees.

CHIEF SHOP STEWARD

I’ve taken this proposal to the Executive Committee and they unanimously voted against it. They said it’s not in our best interest to support this proposal.

PRATER

Did they say why?

CHIEF SHOP STEWARD

The Chairman of the Executive Committee is with us tonight. I’ll let him answer that.

CHAIRMAN

Thank you. We built the first privately funded nuclear power plant in the country and it’s a huge success. Let there be no mistake, the company is going nuclear. We need the electricity and we need the good paying jobs.

The Chief Shop Steward tears the petition proposal into several pieces and throws them on the floor.

CHIEF SHOP STEWARD

There’s your answer, Prater.

Forrest jumps up to retrieve the pieces of paper, hollering as he proceeds.

FORREST

We can sign on to the petition as individuals, can’t we Prater?

The IBEW Local 1245 unit’s Sergeant at Arms, a power plant worker, spins around and slugs Forrest in the gut.

POWER PLANT WORKER

If you fucking people continue giving the company a hard time, some bad things are gonna happen.

[Bob Rowen]

Bob Rowen’s Favorite Twists.

What I learned doing this assignment is the role twists can play to keep the audience engaged in the movie and how to develop them.

Several Twists from my Draft Scrip:

Deceived: Nuclear plant employees are misled by Edgar and his nuclear task force regarding radiation exposure.

Deceived: Edgar assures Prater that the radioactive contamination from the Minus 66 accident “is not a problem” but “just a nuisance”.

Surprising Truth: Prater provides solid evidence contrary to the company’s claim that occupational radiation exposure limits are safe.

It Just Got Worse: Prater is forced off the road and crashes.

Attacked: Following a rousing and acrimonious safety meeting, a large number of Edgar’s company men engage Prater and his few supporters in a barroom fight.

Trick: Prater cleverly tricks Edgar into testifying truthfully.

Reversal: After Edgar fires Prater, he sings a different tune about radiation exposure.

It Just Got Better: Dr. Kasun tells Prater to go public as quickly and in as many different ways as possible.

Surprising Alliance: A deputy sheriff comes to Prater’s aid.

It Just Got Worse: Kathryn is the teller during a bank robbery; Kathryn’s name is aired on the radio, the robber is at large, and the police won’t protect Prater’s family.

Surprising Truth: It’s eventually revealed at one of Prater’s book signings that Edgar developed terminal cancer and committed suicide.

My Favorite Twists So Far (actually, I like them all):

Deceived: Nuclear plant employees are misled by Edgar and his nuclear task force regarding radiation exposure.

Surprising Truth: Prater provides solid evidence contrary to the company’s claim that occupational radiation exposure limits are safe.

It Just Got Worse: Prater is forced off the road and crashes.

Attacked: Following a rousing and acrimonious safety meeting, a large number of Edgar’s men engage Prater and his few supporters in a barroom fight.

Trick: Prater cleverly tricks Edgar into testifying truthfully.

Reversal: After Edgar fires Prater, he sings a different tune about radiation exposure.

Surprising Truth: It’s eventually revealed at one of Prater’s book signings that Edgar developed terminal cancer and committed suicide.

[Bob Rowen]

Bob Rowen’s Likability/Empathy/Justification

What I learned doing this assignment is the need to include certain attributes of the Hero that will connect the audience to him and his mission.

1. BRAINSTORMING VIRGIL PRATER (HERO)

LIKABILITY/LOVABILITY – (All in Act 1)

A. Puts a stop to an out-of-control police officer.

B. Has concern for the Native American victim.

C. Seeks names and badge numbers of all three officers.

D. Reports the police brutality incident to the D.A.

E. Is willing to testify against the police officer.

F. Prater and his wife, Kathryn, are continuously harassed by the police department.

G. The victim becomes a defendant and is exonerated of all major charges because of Prater’s testimony according to the judge.

EMPATHY/DISTRESS

A. Prater is targeted by company’s security department that coordinates with the police department.

B. A false confidential police report is sent to the FBI.

C. He is labeled a “confirmed cop hater”, accused of advocating violence, and a whole lot worse.

D. The “confidential” police report is “leaked”.

E. Prater is told he has been blacklisted from local teaching jobs.

F. The intent of the police report is to make Prater a “national security risk”.

JUSTIFICATION

A. Prater’s family receives threatening and harassing phone calls.

B. Kathryn is the teller during a “strange” bank robbery.

C. During what Kathryn thought was an interview by a FBI agent at the police station, a reporter interviewed her about the robbery and stated her name during a news broadcast.

D. The police department refused to provide the family protection from the robber who was still at large.

2. VIRGIL PRATER – WHY WE CARE

In a scene following the opening horrendous nuclear accident scene, Prater witnesses three police officers manhandling in clear view a 19-year old Native American boy who is drunk and using coarse language. One of the officers loses control and starts clubbing the boy with his baton.

Prater pushes past several bystanders and puts a stop to the clubbing by the out-of-control officer. The boy collapses. Prater tells the officer he is not the “judge, jury, and executioner”. The crowd loudly cheers drowning out the one member who was yelling “he got what he deserved”.

Prater goes to the police station to get the names and badge numbers of the officers involved and then complains to the D.A. about the incident.

Prater’s family is continuously harassed by the police.

Prater testifies at the boy’s trial and the boy is found “not guilty” on all major charges except being drunk and disorderly in public because of Prater’s testimony according to the boy’s attorney from the Berkeley Office of the California Indian Legal Services who stated that’s what the judge told him.

The police chief, Cedric Omstead, retaliates in Acts 2 and 3.

[Bob Rowen]

Bob Rowen’s Story Map

What I learned doing this assignment is a unique method of developing a story map and the need to continuously tweak the emerging drafts of it.

Opening: Action 1

Mission 1: Prater (Hero) is introduced in access control of the nuclear facility on his way to Minus 66 for a dangerous job assignment under the reactor. He is described as a former Force Recon Marine Pathfinder – and “a real shit stirrer!”

Villain 1: Edgar (Villain) assigns Prater to a job under the reactor where a horrible nuclear accident occurs. Edgar has his reasons for making this assignment.

Action 1: A nuclear accident occurs under the reactor. Prater becomes grossly contaminated when reactor water and reactor crud gushes down on him during the accident.

Villain 2: Edgar uses the company’s Radiation Protection Training Manual prepared by the Far-West Electric Company’s Nuclear Task Force, that Edgar was part of, in defense of management’s claim that the radiation exposure limits in the plant are safe.

Mission 2: Prater produces solid evidence to the contrary and shares it with Edgar and fellow employees. Who to believe?

Action 2: Prater locks horns with Edgar over what happened at Minus 66. Edgar says “the contamination really isn’t a problem, it’s just a nuisance!” An angry Prater serves notice that he “did not hire on to commit suicide in order to collect a goddamn paycheck”.

Action 3: After the nuclear accident fiasco at Minus 66, a naïve Prater is forced to reexamine his blind faith in Corporate America and the government.

Inciting Incident: Villain 3

Action 4: During a required company safety meeting, Prater calls out a number of reoccurring unsafe working conditions at the nuclear facility, and he addresses the company’s attitude regarding needless and senseless radiation exposure…putting profit over safety.

Mission 3: Prater is emerging as a threat to Edgar’s role of promoting and protecting a failed and dangerous technology in order for the Far-West Gas and Electric Company to “go-nuclear” all along the California coastline.

Villain 3: Edgar orders Prater to sign a false DOT document for a shipment of highly radioactive spent fuel. For what purpose?

First Turning Point at end of Act
1: Action 6

Action 5: Extremely radioactive “mysterious” particles are found flying around outside the plant’s radiation controlled area. After discovering the company’s removal of the most important element of the radiological monitoring system at the South Bay Elementary School downwind from the nuclear facility, Prater confronts Edgar and all hell breaks loose!

Villain 4: After threatening Prater regarding his attack on the company’s decision to remove the air sampler at the elementary school, Edgar makes clear Prater “needs to learn the difference between being a technician and a member of management”.

Villain 5: Edgar demands that Prater must accept the company’s decision to remove the air sampler at the elementary school as a condition of employment. And, if he doesn’t and continues to look for trouble, he’s going to find it!

Villain 6: Edgar denies Prater access to an AEC compliance inspector who was in the plant and then threatens Prater if he goes to the AEC on his own.

Mission 4: Prater shares with his wife, Kathryn, that he witnessed the cover-up of a needless and senseless Marine fatality and remained silent because of the Unit’s honor code. He tells her “I will never, ever do that again!”

Action 6: Prater decides to go public! On his way to meet with a Wall Street reporter, Prater is run off the road and crashes. An injured Prater escapes the scene but his documentation disappears.

Mission 5: During his recovery, Prater realizes he must go for broke with Edgar, his cohorts, and the company after he is shown a damning confidential police report.

Action 7: During his convalescing and with the help of his wife, Kathryn, Prater painstakingly constructs from memory a simulation of the confidential police report.

Mid-Point/Dilemma: Mission 6

Mission 6: In consultation with his wife, Kathryn, Prater must choose between a lucrative career and doing the right thing; that is, pursuing what he sees as a “moral imperative”. Prater decides to cause a ruckus at a required company safety meeting in order to publicly address management’s illegal and immoral conduct.

Action 8: Following the company safety meeting, there is a barroom fight between Prater’s small group of supporters and a large number of Edgar’s company men who view Prater and his supporters as troublemakers and a threat to their livelihoods.

Villain 7: Edgar fires Forrest Wilson for refusing to do an unsafe job assignment.

5.Second Turning Point at end of Act 2: Action 9

Mission 7: Prater comes to the aid of Forrest by taking up a collection for him which pisses off Edgar.

Villain 8: Edgar confronts Prater in the reactor control room and orders him to “cease and desist” with his collection effort for Forrest.

Action 9: Edgar very publicly engages Prater in the reactor control room. It’s a setup! Edgar’s plan is working. The verbal altercation between Edgar and Prater turns physical…sort of…and Prater is fired “for striking his superior” in front of all the other employees.

6.Crisis/Dilemma: Mission 8

Mission 8: Prater shares his simulation of the false police report that was sent to the FBI with Dr. Kasun, his befriended University professor. Dr. Kasun says revealing his source would enable him to prove the company conspired against him to make him a national security risk. In order to clear his name, Prater would have to reveal his source but promised he wouldn’t and he doesn’t.

Action 10: As an alternative, Dr. Kasun suggests Prater must go public as quickly and in as many difference ways as possible in order to protect himself and his family.

Mission 9: Prater acts on Dr. Kasun’s suggestion: He appeals the unemployment department’s decision that he was “terminated with cause” in order to require Edgar and others to testify under oath.

Action 11: Prater testifies before the grand jury.

Villain 9: The police report is leaked to the press. Prater suspects Edgar is responsible.

7.Climax: Mission 12

Action 12: A two-day Hearing before the California Unemployment Appeals Board provides Prater an opportunity to obtain transcripts of Edgar’s, et al., testimonies.

Mission 10: Prater tricks Edgar into testifying truthfully.

Villain 10: Edgar’s testimony reveals the company’s lack of concern for radiation safety.

Mission 11: Prater wins his case and uses the transcripts of the Hearings to write his book My Mendocino Bay Diary: A true story of betrayal of the public trust.

Twelve years later . . .

8.Resolution: Action 13-15

Mission 12: At one of his author events and book signings, Prater is asked, “Whatever happened to Edgar Skaggs? Prater responds, “I have no idea”, as if he could care less!

Action 13: However, another person in the audience offers up a bombshell and says, “I know what happened to him. He developed terminal cancer and committed suicide.”

Action 14: Then another person blurts out, “Ray Hastings and Warren Hanson also died of cancer”.

Action 15: Still another person says, “I’ve buried a lot of my classmates at South Bay Elementary School”.

[Bob Rowen]

Bob Rowen’s Level 1 Action Emotions

What I learned doing this assignment is a way to add emotion to the draft of my opening scene.

Create a scene that uses all three of these Action emotions: anxiety, fear, and relief.

Scene: Act 1 (Opening) – Minus 66 under the reactor – Prater and Ray are “flushing in-cores”.

ANXIETY: Prater (protagonist) learns he’s the one who is assigned to go up in between the reactor control rod drives to change out an in-core instrument string. Because of a series of recent reactor scrams and failing fuel cladding, there is an unknown possibility of deadly gross radioactive contamination instore for Prater that could be life-threatening.

FEAR: Prater knows Edgar (antagonist) has his reasons for assigning him to be the one who goes up between the reactor’s control rod drives to do the job.

RELIEF: Although there was an accident and Prater was drenched with reactor water and reactor crude, he was able to say after he left the decon station at access control, “At least I’m still alive!”

Draft of scene:

INT. ACCESS CONTROL CHANGE ROOM – EARLY MORNING

Several workmen are busily stripping down in the crowded change room. VIRGIL PRATER (mid-20s), lean, short hair and muscular build is taking off his street clothes. He keeps on his skivvies, socks, and shoes and places the rest of his clothing in a locker.

INT. ACCESS CONTROL ROOM – CONTINUOUS

Prater comes out of the change room into the larger access control area of the nuclear facility. He makes a beeline to the racks and bins containing radiological protective clothing and equipment.

Prater is quiet, preoccupied, and in a hurry. He gets into a pair of white coveralls, slips on a pair of black galoshes over his shoes and white booties over the galoshes, puts on a surgical cap, and he grabs a couple pair of surgical gloves.

CONTROL OPERATOR 1

(from behind)

Where are you going, Prater? Got time to talk to us about the crab feed?

PRATER

(doesn’t turn around)

Nope! I’m heading to Minus 66.

Prater goes over to the step-off pad beyond the earshot of the other workmen.

CONTROL OPERATOR 1

(staring hard at Prater))

God, he’s such a fucking hard-ass!

SHIFT HELPER

I heard he’s a former Force Recon Marine Pathfinder. Those guys were real badasses.

CONTROL OPERATOR 1

Well, maybe so but goddamn it, he’s not in the Marines anymore so he can stop acting like he is.

CONTROL OPERATOR 2

One thing’s for certain, he’s one helluva shit stirrer.

CONTROL OPERATOR 1

Yeah, has been ever since he showed up here.

INT. ACCESS CONTROL STEP-OFF PAD AREA – CONTINUOUS

Prater charges his dosimeters, signs the access control log, enters the radiation controlled area, and disappears around the corner into the Plus 27 Area of Unit 3.

INT. CONFERENCE ROOM – MORNING

Edgar is finishing his morning brief with a portion of his management team: ANDY ANDERSON (late 50s), Nuclear Instrumentation Engineer; and GEORGE ALLEN (early 60s), Radiation Protection Engineer.

EDGAR

One more thing Andy, do we have Prater flushing in-cores today?

ANDY

Yes, and Ray will be working with him.

EDGAR

Very good!

ANDY

It could be a really nasty job this time.

EDGAR

Yep, and that’s why I want Prater up in there.

ALLEN

Could be a lot of contamination this time and I’m sure Prater will scream to high heaven about it.

EDGAR

Let’s just see what happens this morning. I’ll deal with him if there’s a problem and he wants to make a federal case out of it. Oh, one more thing. I’ve already talked with Jerry. I want all of Prater’s supervisors to keep a confidential book with supporting evidence on him. And don’t worry about the contamination this morning.

ANDY

Well, there’s always been some contamination during in-core flushing but with the recent scrams, it could really be bad today!

Edgar smiles, closes his note pad and heads for the door without saying another word.

INT. NORTHEAST AIR-LOCKS – CONTINUOUS

Prater is at the Plus 27 NE air-lock that provides entry into the reactor building. He Opens the first door, steps inside the air-lock, then spins a large wheel to close and lock the door behind him. He turns 90 degree to open the second door in like fashion, then exits and closes that air-tight door.

INT. REACTOR BUILDING – CONTINUOUS

Prater pauses on the platform outside the air-lock and sees FORREST WILSON (30), medium build, with fine facial features, alongside the spent fuel pool down below. Prater hurries on down a long flight of stairs. As Prater passes by the spent fuel pool —

FORREST

Hey Prater, see you at McCrea’s for lunch. Okay?

PRATER

Okay Bud, you’ve got it.

Prater skirts on past the spent fuel pool and disappears down another long flight of stairs.

INT. MINUS 14 – CONTINUOUS

Prater, now at Minus 14, sees RAY HASTINGS (mid 30s), a tall lanky fellow, waiting at the top of the man-lift and hurries over to him.

INT. TOP OF THE MAN-LIFT – CONTINUOUS

PRATER

Sorry it took so long. Got hung up at access control. It’s real busy up there this morning.

RAY

No problem. I haven’t been waiting long. My last job took a little longer than expected. Because of the high radiation levels at Minus 66, I want us to go over a few things here before we head on down.

PRATER

Okay, sounds good.

RAY

God, how I hate this job but what choice do I have?

Ray and Prater review and discuss their assigned Radiation Work Permit and the Minus 66 blueprints.

Beat.

INT. MINUS 14 TOP OF MAN-LIFT – MORNING

Ray rolls up the blueprints and places them on a shelf behind the man-lift. Ray picks up his bucket of tools.

RAY

I’ve already taken everything else we’ll need down there. By the way, Prater, you know you’ll be the one who’s flushing in-cores this morning.

PRATER

Yeah, that’s what Andy said.

They check their CPs (radiation dose rate instruments).

RAY

You ready?

PRATER

Ready as I’ll ever be.

RAY

Okay then, let’s get after it!

Ray steps onto a moving platform and grabs the hand-hold as it comes over the top of the continuous vertical running belt. Prater does likewise on the next platform. They disappear downward into the dimly lighted access shaft alongside the reactor.

INT. UNDER THE REACTOR AT MINUS 66 – CONTINUOUS

Ray and Prater arrive at Minus 66. As Prater steps off the man-lift, he shadows Ray to another step-off pad. After changing booties, they cross over into the area directly beneath the reactor.

PRATER

Is this going to go any better than the last time I worked this job?

RAY

I don’t know. Edgar keeps saying they’re going to change the way we flush in-cores. It’s been fucked every time I’ve done it! Let’s hope we’re not going to have any problems this time. Move your dosimeters and film badge to the top of your head. Okay — no miscues — let’s get it done!

It is extremely hot and humid causing water to run down the concrete walls of the lower dry well. There are “DANGER HIGH RADIATION” signs everywhere. Ray sets his timer.

RAY

We’ve got exactly 12 minutes MAXIMUM to get this done.

Prater goes up into the area between the reactor’s control rod drives and Ray follows him, positioning himself on a platform directly beneath Prater. Ray directs the light from a large hand-held battle lantern while Prater works overhead in tight quarters.

PRATER

Get ready to hand me the in-core string.

A few minutes pass. Ray keeps looking at the timer.

RAY

We’re getting close on the time.

SUDDENLY, highly radioactive reddish-black sludge and reactor water gushes down on them.

PRATER

(yells in sheer panic)

Son-of-a-bitch! I lost it! Quick, get me the new in-core string so I can button this fucking thing up!

There is deafening silence — then Prater yells —

RAY

We gotta go! NOW!

PRATER

Almost got it.

(Beat)

PRATER

Okay. Let’s get the fuck out of here.

They scramble down from under the reactor and immediately go to the Minus 66 step-off pad. Their CPs indicate they are grossly contaminated.

PRATER

I’m never doing this shit again!

RAY

It has to be done and I know the front office is working on finding a better way of doing it.

PRATER

(babbling)

Bullshit! This is totally insane! The Company is dragging its feet on fixing this problem. This is totally fucking insane!

INT. ACCESS CONTROL DECONTAMINATION STATION – MORNING

Ray and Prater strip butt naked, enter the decon showers, and start the painful process of scrubbing down. Their faces, neck, and forearms are being scrubbed raw. Prater’s injuries are worse. Several employees are standing around watching what’s taking place. Prater leaves the decon showers and looks in the mirror at his disfigured face.

PRATER

At least I’m still alive.

• This reply was modified 2 years, 1 month ago by  Bob Rowen.

[Bob Rowen]

Bob Rowen’s Action Structure!

What I learned doing this assignment is a way of weaving the storyline into a working draft of a three-act structure, and how this process keeps generating more ideas that will probably result in an Action Drama Genre. We’ll see.

Look through your three tracks (Mission, Villain, and Action) and find the points that could work for this structure. Fill in any missing points and tell us the current version of your structure.

1. Opening (Usually last 1-4 pages, be
interesting as possible, and starts with ACTION that give flavor of movie)

Prater (Hero) is introduced in access control of the nuclear facility on his way to Minus 66 for a dangerous job assignment under the reactor.

A nuclear accident occurs under the reactor. Prater and another nuclear control technician, Ray Hastings, become grossly contaminated when reactor water and reactor crud rains down on them during the accident.

2. Inciting Incident (an event that sets movie in
motion, makes big enough change in Hero’s life that he must go on the
journey to resolve it)

During a meeting with Edgar (Villain) immediately following the opening scene, Prater locks horns with Edgar over what happened at Minus 66, a number of reoccurring unsafe working conditions at the nuclear facility, and the company’s attitude regarding needless and senseless radiation exposure. Edgar says “the contamination really isn’t a problem, it’s just a nuisance!” An angry Prater serves notice that he “did not hire on to commit suicide in order to collect a goddamn paycheck”.

Prater continues to be a threat to Edgar’s role of promoting and protecting a failed and dangerous technology in order for the Far-West Gas and Electric Company to “go-nuclear” all along the California coastline.

3. First Turning Point at end of Act
1 (major twist in story and a point
of no return from this point on, Hero can’t go back)

Extremely radioactive “mysterious” particles are found flying around outside the plant’s radiation controlled area. After discovering the company’s removal of the most important element of the radiological monitoring system at the South Bay Elementary School downwind from the nuclear facility, Prater confronts Edgar and all hell breaks loose!

Edgar denies Prater access to an AEC compliance inspector who was in the plant and then threatens Prater if he goes to the AEC on his own. Prater is forced off the road and crashes on his way to meet with a Wall Street Journal reporter. An injured Prater escapes and his documentation disappears

4. Mid-Point/Dilemma (twist that changes the meaning of
the movie – the journey remains the same – but the purpose or meaning has
changed. Hero must make a very tough decision. He loses something either
way. He has to choose between his goal and his need)

In consultation with his wife, Kathryn, Prater must choose between a lucrative career and doing the right thing; that is, pursuing what he sees as a “moral imperative”. Prater, along with another control technician, Forrest Williams, decide to cause a ruckus at a required company safety meeting in order to publicly address management’s illegal and immoral conduct.

There is a barroom fight between Prater’s small group of supporters and a large number of Edgar’s company men who view Prater as a troublemaker and a threat to their livelihoods.

5. Second Turning Point at end of Act 2 (Hero’s plan has completely failed & it looks like there is little hope. Hero feels defeated. He has to accept something about himself or he has to accept that his way of doing things won’t work anymore)

Edgar very publicly engages Prater in the control room.

The verbal altercation between Edgar and Prater turns physical and Prater is fired for striking his superior.

6. Crisis/Dilemma (The Hero is charged with
committing industrial sabotage and involved in a plot to blow up the power
plant. Hero must make another very tough decision. He loses something
either way. This is the toughest decision of his life. He has to choose
between exonerating himself or revealing his source)

Prater is shown a false confidential police report sent to the FBI that would enable him to prove the company conspired to make him a national security risk. In order to clear his record, Prater would have to reveal his source but promised he wouldn’t.

Prater befriended a University professor, Dr. Kasun, who had suggested he must go public as quickly and in as many difference ways as possible in order to protect himself and his family. Dr. Kasun suggests he appeal the decision that he was “terminated with cause” in order to require Edgar and others to testify under oath.

7. Climax (The entire movie has been
building to this final conflict. This is the biggest expression of the
conflict of this movie. The Hero and Villain come face to face for the
showdown. And there will be only one winner)

The two-day Hearing before the California Unemployment Appeals Board provides Prater an opportunity to obtain transcripts of the Edgar’s, et al., testimonies.

Prater wins his case and uses the transcripts of the Hearings to write his book My Mendocino Bay Diary: A true story of betrayal of the public trust.

<div>8. Resolution (After all this conflict, we come
to the end of the journey. The resolution gives us an answer to the
question the Inciting Incident asked. It tells how the conflict ended)</div>

At one of his author events and book signings, Prater is asked, “Whatever happened to Edgar Skaggs? Prater responds, “I have no idea”, as if he could care less!

However, another person in the audience says, “I know what happened to him. He developed terminal cancer and committed suicide.”

Then another person blurts out, “Ray Hastings and Warren Hanson also died of cancer”.

Still another person says, “I’ve buried a lot of my classmates at South Bay Elementary School”.

[Bob Rowen]

Bob Rowen’s Action Track

What I learned doing this assignment is to keep writing and not worry about perfection; Also how to zero in on a possible Action Scene sequence.

1. Answer the Action Questions:

A. Considering the concept from Lesson 1, what action
could naturally show up in this movie?
DISCOVERY, DANGEROUS SITUATION, FIGHT, ARGUMENT, FAILED HIT, ACCUSATION,
ATTACK, AMBUSH, CAR CHASE, ESCAPE, CONSPIRACY.
B. Considering the Mission and Villain Tracks, what
action could work for this track? DISCOVERY,
DANGEROUS SITUATION, FIGHT, ARGUMENT, FAILED HIT, ACCUSATION, ASSAULT,
CONSPIRACY.
C. How can the action start well, build in the 2nd Act,
and escalate to a climax in the 3rd Act? DISCOVERY (company’s lying), ARGUMENT (profit over safety), DANGEROUS SITUATION (nuclear accident under reactor), ACCUSATIONS (confrontation at
safety meeting), FIGHT (barroom
fight between Hero’s few and many company men), FAILED HIT (Hero ran off road and documentation disappears), ASSAULT (Villain and Hero go
from verbal to physical confrontation in reactor control room and Hero is
fired), CONSPIRACY (Hero is
made a national security risk),
REQUITAL (Villain is victimized by his own doing).

Sequence of Action Scenes and the purpose of each in the story:

1. DISCOVERY: Prater (Hero) learns the company is lying to its employees about the safety of occupational radiation exposure and further, the government is in bed with the company.

Purpose: Causes a naïve Prater to reexamine his faith in corporate America and the government.

2. ARGUMENT: Prater engages Edgar (Villain) over a disagreement with Prater’s concern regarding needless and senseless radiation exposure…putting profit over safety.

Purpose: Pits Prater against Edgar moving forward in the story. Prater continues to be a threat to Edgar’s role of protecting and promoting a failed and dangerous technology in order for the Far-West Electric Company to “go-nuclear”.

3. DANGEROUS SITUATION: After a number of serious set-tos with Edgar over radiation safety issues, Edgar assigns Prater to a job under the reactor where a horrendous nuclear accident happens. Edgar was aware of what would happen prior to the job assignment.

Purpose: Edgar’s misguided but intentional goal is to cause Prater to suffer from radiation poisoning and perhaps death or at least cause him to leave the company…if he survives.

4. DISCOVERY: After “mysterious” highly radioactive particles showed up at the plant and during his routine weekly environmental tour, Prater finds the constant air sample monitor missing at the elementary school located downwind from the nuclear facility.

Purpose: Prater confronts Edgar regarding the company’s decision to remove the most important element in the nuclear plant’s environmental radiological monitoring system. After threatening him, Edgar makes clear Prater needs to learn the difference between being a technician and a member of management.

5. ACCUSATION: Prater causes a ruckus at a company safety meeting as he publicly exposes illegal and immoral management conduct.

Purpose: To make what’s happening at the nuclear facility a matter of public record because the minutes of every monthly safety meeting can be made public as a requirement in the plant’s operating license.

6. FIGHT: There is a barroom fight between Prater’s small group of supporters and a large number of Edgar’s company men (nuclear plant employees who disagree with Prater).

Purpose: To establish the violent discontent within the ranks of the nuclear workforce due to Prater’s perceived threat to employee livelihoods.

7. FAILED HIT: On his way to meet with a Wall Street reporter, Prater is run off the road and crashes. An injured Prater escapes the scene but his documentation disappears.

Purpose: The pro-nuclear forces want Prater dead.

8. CONSPIRACY: Edgar coordinates with company officials and law enforcement to create a confidential police report that is sent to the FBI.

Purpose: To make Prater a national security risk so he can never again obtain a security clearance.

9. REQUITAL: Prater learns at his My Mendocino Diary book signing that Edgar was diagnosed with terminal cancer and committed suicide.

Purpose: To reveal Prater is doing well and Edgar was victimized by his own doing.

[Bob Rowen]

Bob Rowen’s Villain Track!

What I learned doing this assignment is a methodical way of approaching the Villain’s role in the storyline.

1. Villain Track questions:

A. What might be the Villain’s plan to accomplish an evil outcome or to annihilate the hero (The plan could be preexisting or created on the spot)? After reviewing the Hero’s damning evidence, the Villain decides to neutralize the impending threat by whatever means necessary.

B. How many ways can the Villain attack or destroy the Hero? Intimidation, threats, dangerous job assignments, police harassment, termination of employment, and using corporate security to make the Hero a national security risk.

C. What advantage does the Villain have and how can he exploit that in this movie? Unfettered use of the vast and unscrupulous resources of the corporation, the federal government, and secret operative third party contractors.

D. What would be a “fitting end” for this Villain where they pay for what they’ve done? The Villain develops terminal cancer and commits suicide.

2. Labels:

VERSION 1 VILLAIN TRACK: The Whistleblower from Mendocino Bay

Villain: Edgar Skaggs, Nuclear Plant Engineer in charge of the Far-West Electric Company’s Nuclear Task Force.

Hero: Virgil Prater, a former U.S. Marine Force Recon Pathfinder trained in ABC (Atomic, Biological, & Chemical) Warfare. Prater is now a Nuclear Control Technician for the company.

In The Moment Plan: Edgar’s plan was conceived when Prater presents evidence proving the company has been lying about the safe threshold of occupational radiation exposure, which explains the company’s unwarranted approach to radiation protection.

1. MISTAKE: Edgar uses the company’s Radiation Protection Training Manual prepared by the Far-West Electric Company’s Nuclear Task Force, that Edgar was part of, in defense of management’s claim that the radiation exposure limits in the plant are safe.

2. DILEMMA: Prater produces solid evidence to the contrary and shares it with Edgar and fellow employees. Who to believe?

3. DECISION/THREATENS HIM: Edgar demands that Prater must accept the company’s position as a condition of employment. But, if he doesn’t and continues to look for trouble, he’s going to find it!

4. PLAN/BLACK BOOK: Edgar orders his first line supervisors to keep a black book on Prater’s activities, real or contrived!

5. DECISION/DANGEROUS JOB ASSIGNMENT: In an attempt to persuade Prater to quit, Edgar assigns him to a job under the reactor where a horrible nuclear accident occurs. Edgar has prior knowledge of conditions and knows the accident will happen.

6. PLAN/THIRD PARTY CONTRACT: Prater is on his way to meet with a Wall Street Journal reporter about radiation safety violations at the plant. Edgar secretly arranges to have Prater ran off the road. An injured Prater escapes but his documentation disappears with the help of law enforcement.

7. PLAN/REACTOR CONTROL ROOM FIGHT: Edgar intentionally engages Prater in a verbal altercation that turns physical. It’s a very public spectacle in the reactor control room and Prater’s employment is terminated.

8. PLAN/APPEALS BOARD HEARING: Edgar tries his best before the California Unemployment Appeals Board to justify the company’s decision to terminate Prater’s employment with cause but fails.

9. DECISION/COMPANY SAFETY MEETING: A humiliated Edgar finds it necessary to share a corporate legal opinion with the nuclear plant employees that affirms Prater’s view of radiation exposure.

FITTING ENDING: Edgar develops terminal cancer and commits suicide.

[Bob Rowen]

Bob Rowen’s Hero’s Mission Tract

What I learned doing this assignment is how to brainstorm and draft a mission (a storyline sequence) for the protagonist.

1. My Hero’s mission.

A. What is it about this Hero that will have them go straight into the face of the overwhelming odds? VIRGIL PRATER: A former Force Recon Marine Pathfinder whose military training and experience made him the most fearless in the U.S. human arsenal.

B. What is the mission that would be an impossible goal? VIRGIL PRATER: One man taking on the unlimited resources of the corporation and the government.

C. What strong internal and external motivation could drive the hero? VIRGIL PRATER: Internal Motivation: He witnessed the cover-up of a needless and senseless Marine fatality and remained silent because of the Unit’s honor code– Prater swore, “NEVER AGAIN”– thus he’s driven by guilt! External Motivation: He cannot abide acts of wrongdoing that endangers employees and the public!

D. Imagine that mission playing out across a story. What could naturally happen if this hero went on this mission against this villain? VIRGIL PRATER: He constantly challenges plant management with radiation safety issues, receives personal threats from the nuclear engineer and the rest of nuclear plant management, he’s targeted with life-threatening accidents in the nuclear plant and in his community, there’s a conspiracy to make him a national security risk; he along with his family receives death threats.

Virgil Prater’s Clear Mission: To PUBLICLY EXPOSE the wanton violations of radiation safety and their cover-ups by the corporation and government.

1. MOTIVATION FOR THE MISSION: Prater discovers the company has been lying to its employees about the biological effects of ionizing radiation exposure.

2. INCITING INCIDENT: Prater’s discovery of highly radioactive particles on employees who had not been in the radiation control zones of the dirtiest plant in the nation; the same highly radioactive particles management initially called Chinese Fallout.

3. FIRST
ACTION: The company’s removal of the constant air sample
monitor from the elementary school downwind from the nuclear facility.

<div>

4. OBSTACLE:
The plant engineer tells Prater the company decided the
monitor is no longer needed at the school. Prater vehemently disagrees!
The plant engineer tells Prater he needs to learn the difference between
being an employee and a member of management. More threats follow, and a
corrupt police force joins with the company. And to make matters worse,
the nuclear workforce view Prater as a threat to their livelihoods.

</div><div>

5. ESCALATION:
Virgil leads an insurrection at a company safety meeting
by very publicly confronting plant management’s disregard for radiation
safety.

6. OVERWHELMING
ODDS: Corporate headquarters launches an all-out effort to
neutralize Prater; first by terminating his employment, blacklisting him,
and then by making him a national security risk.

7. NEW
PLAN: Recognizing the danger he has placed himself in, Prater’s
university professor, DR.
KASUN, who has befriended him says he must now go public immediately and
in as many different ways as possible!

8. FULL
OUT ATTACK: Prater becomes a whistleblower,
uses the unemployment appeals board to extract testimony from his former
plant managers, meets with a Wall Street Journal reporter, and testifies
before the grand jury.

9. SETBACK:
Prater’s IBEW Union refuses to join the Oil, Chemical, and Atomic Workers
Union’s petition effort to protect nuclear whistleblowers.

10. SUCCESS:
The Nuclear Plant Engineer sings a different tune about the hazards of
ionizing radiation exposure at a subsequent company safety meeting, which
vindicates Prater– sort of.

</div>

[Bob Rowen]

Bob Rowen’s Hero and Villain.

What I learned doing this assignment is a way to draft a story idea, then follow it up with if-then creative logic to discover ways to improve, or perhaps even further develop, the storyline.

Concept: A highly skilled combatant former Marine Force Recon Pathfinder trained in ABC Warfare refuses to kowtow to a company placing its employees and the public in danger of radiation poisoning.

Hero Morally Right: He knows what the real dangers are of the company’s approach to radiation exposure and leads a limited employee resistance to it.

Villain Morally Wrong: The nuclear plant engineer wrongfully denies the danger of radiation exposure and engages in what’s necessary to silence the former Marine.

Hero: Virgil Prater: Former Marine force recon pathfinder who is now a nuclear control technician for the Far-West Electric Company; Prater uses his knowledge and experience to confront the company’s misguided approach to radiation safety.

A. Unique Skill Set: Trained and educated in atomic battlefield conditions, hand-to-hand combat. Fearless. <div>

B. Motivation: Driven by truth, honor, and a strong sense of duty to do the right thing!

C. Secret or Wound: The guilt of not stepping up to reveal what actually happened in a Marine Corps fatality incident because of the misguided Unit’s Honor Code– NEVER AGAIN!

Villain: Edgar Skaggs: Nuclear plant engineer who is motivated and capable of doing whatever it takes to promote and protect the failed technology at the Far-West Electric Company’s Mendocino Bay Nuclear Power Plant.

A. Unbeatable: Has overwhelming and unlimited resources of the corporation and the government at his disposal.</div><div>

B. Plan/Goal: Issues threats, stages mishaps on site, then attacks off-site.

C. What they lose if Hero survives: His prestige within the company and the public disclosure that the plant was never “safe, clean, and economical” as he and the company had repeatedly claimed.

Impossible Mission: When Prater reports the radiation safety problems to the U.S. Atomic Energy Commission, he learns the agency believes Far-West Electric is simply exercising its management prerogatives, and he concludes the agency and company are in bed together.

A. Puts Hero in Action: He very publicly confronts Edgar in the reactor control room and all hell breaks loose over what happened at the last company safety meeting (TBD).</div><div>

B. Demands They Go Beyond Their Best: Prater reveals what’s happening at the nuclear plant to the County grand jury; his testimony is leaked, and the local press publicizes the story.

C. Destroy the Villain: Edgar is publicly exposed and humiliated; he is diagnosed with terminal cancer, and commits suicide.

My improved answers:

1. The Villain has overwhelming and unlimited resources of his company and the government at his disposal.

2. The Hero testifies before the grand jury; his testimony is leaked, and the local press publicizes the story.

3. Edgar is publicly exposed and humiliated; he is diagnosed with terminal cancer, and commits suicide.

</div>

[Bob Rowen]

Bob Rowen’s Conventions!

What I learned doing this assignment is a methodical way to identify the Conventions of my script.

Concept: A once naïve young patriotic Marine becomes embroiled in a civilian nuclear web of corruption.

Conventions

<div>
Hero: Marine Force
Recon Pathfinder trained in ABC (Atomic, Biological, and Chemical) Warfare.
</div><div>

Mission: To
expose the corruption of a dangerous and failed technology.

Demand for
Action: Corporate America and the government want him neutralized– dead if
necessary!

Antagonist:
Nuclear Plant Engineer motivated and capable of doing whatever it takes to
promote and protect the technology.

Escalating
Action: Corporate headquarters conspires with the government in search of
ways to neutralize the resistance.

</div>

[Bob Rowen]

Hello all,

I’m Bob Rowen, an 82-year-old disabled veteran, who is recovering from some health setbacks. These setbacks explain, at least in part, why I only have several “drafts” and no finished scripts. I’m now climbing back onto the saddle, looking forward to being part of this class, and getting to know and learn from all of you. My goal for this class is to learn how to write exciting and engaging action scenes while avoiding verbosity. Finally, I’m a nuclear whistleblower, a story too long to tell here, and a retired educator and school administrator.

[Bob Rowen]

Bob Rowen

I agree to the terms of this release form.

[Bob Rowen]

Bob Rowen’s Act 4 Resolution (20% Quality Draft)

What I learned doing this assignment is I am beginning to see changes that need to be made…

Outline Key Scene 4, Act 4: (Wrap it up and show the “new normal”)

INT. DR. KASUN’S OFFICE – MORNING (offers Virgil a new opportunity)

BEGINNING: Dr. Kasun offers Virgil opportunity to be a speaker in the Cluster Program

MIDDLE: She discusses her reasons why it would be good for Virgil

END: Virgil accepts her offer

Write Key Scene 4, Act 4 (Cluster Program offered/accepted)

INT. DR. KASUN’S OFFICE – MORNING

Virgil enters Kasun’s office and sits down.

VIRGIL

Sorry I’m late.

DR, KASUN

No problem. I suppose you’re wondering why I wanted to see you this morning?

VIRGIL

Yes, ma’am.

DR. KASUN

A couple of things. How’s it going with the environmental report?

VIRGIL

As you know the paper is running a series on my complaints.

DR. KASUN

Are you liking the coverage?

VIRGIL

It’s okay except for the coverage advancing all the PGE lies.

DR. KASUN

The paper has to cover both sides.

VIRGIL

I know but lies are lies in my book and they need to be flushed out.

DR. KASUN

What about the unemployment appeals hearing? How’s that going?

VIRGIL

For me, it’s much more satisfying.

DR. KASUN

Why do you feel that way?

VIRGIL

I guess it’s because the hearing officer is willing to challenge the claims of PGE.

DR. KASUN

Sounds like it’s going pretty good for you. How about Roger Rapoport?

VIRGIL

He’s fantastic and I also met with Stan Sesser of the Wall Street Journal. Those guys were great to interact with. Very different from the local reporter.

DR. KASUN

Well now you’re getting to know what it’s like to be a whistleblower and that’s what I wanted to talk to you about this morning. I would like to have you be a speaker in our Cluster Program and talk about all of this.

VIRGIL

The topics being?

DR. KASUN

Sky’s the limit. Being a witness in a police brutality case, interacting with the news media, why you went from believing in the future of nuclear power to being opposed to it, and especially the trials and tribulations of being a whistleblower. You know, what it’s like being a whistleblower and why did you become one. People, and especially our students, want to hear about those things.

VIRGIL

All in one presentation?

DR. KASUN

No, of course not. You would present twice a week and you’ll also get a guest speaker stipend. What do you thing?

VIRGIL

Sound great.

DR. KASUN

An additional benefit, and I believe it to be very beneficial, would be what it would do for you.

VIRGIL

I’ll do it and I want to thank you for the opportunity.

Write other Scenes for Act 4

INT. DR. KASUN’S OFFICE – DAY (cry for help /go public/ best protection)

BEGINNING: Virgil meets Dr. Kasun who was referred by Dr. Kittleson

MIDDLE: Dr. Kasun reviews the secret police report and confirms Virgil needs help

END: A plan of attack is hatched

INT. DR. KASUN’S OFFICE – DAY

Virgil is meeting Dr. JACKIE KASUN (mid 50s) for the first time. Dr. Kasun has a well deserved reputation on campus for being a political activist.

DR. KASUN

I finally get to meet you. Bob Kittleson has shared your PGE difficulties with me. If just half of what he’s told me is true, you’re going to need a lot of help with how to deal with it.

VIRGIL

Dr. Kittleson is a straight shooter. I’m sure what he’s told you is all true.

DR. KASUN

What I meant to say is simply that you’ve got a lot to deal with.

Virgil pulls his simulation of the secret police report out of his briefcase and hands it to her.

VIRGIL

Did Dr. Kittleson share this with you?

DR. KASUN

Yes, and this was the first thing I wanted to talk to you about.

Dr. Kasun reads the simulation of the document.

DR. KASUN

Wow. And you’ve received threats to both you and your wife? I’ve heard you two are also being harassed by the police department? That true?

VIRGIL

Yes. And I don’t know what to do about any of it. I need help.

DR. KASUN

Okay. Yeah, that’s what Bob Kittleson said. The first thing I would suggest is that you go public with everything as quickly and in as many different ways as possible. That would be your best protection.

VIRGIL

Won’t that make matters worse for me and my family? We already have friends and even some family members who are turning against me.

DR. KASUN

That’s not surprising but what you really need to do right now is to get out front of this thing rather than just letting PGE and the Eureka Police Department control it. You need to go on the offense instead of remaining on defense.

VIRGIL

I’m guessing you have some suggestions on what I should do.

DR. KASUN

I do. Kittleson said you were denied unemployment benefits. Have you filed an appeal?

VIRGIL

No, ma’am I haven’t because I did make the phone call the Company accused me of making, which really wasn’t what the Company claimed it to be.

DR. KASUN

File the appeal because you can get the plant managers to testify under oath thus providing the hearing officer the basis for determining the real reasons why you were terminated. He or she (Kasun smiles) will provide a written opinion, which could prove very helpful in future public discourse.

VIRGIL

What if the hearing officer agrees with PGE?

DR. KASUN

You have to believe truth ultimately rises to the top.

VIRGIL

That’s it?

DR. KASUN

Oh no, of course not. There’s more. I’m going to suggest you also contact the environmental writer at the Times-Standard, which could prove helpful if the managing editor allows coverage. I have some more ideas but let’s get you started with these first.

INT. UNEMPLOYMENT OFFICE – MORNING (appeals adverse decision)

BEGINNING:

MIDDLE:

END:

INT. UNEMPLOYMENT OFFICE – DAY

Virgil’s number appears on the big screen. He’s been assigned to Window 6. Virgil picks up his stuff and goes to his assigned window,

CLERK

Good morning, Mr. Prater. I see you’re here about your denied claim. How may I help you?

VIRGIL

I understand I can appeal the department’s decision.

CLERK

That’s what the notice you received clearly stated.

The clerk hands a packet of material to Virgil.

CLERK

Here’s what you need to fill out and return to this office if you want to appeal the department’s decision.

VIRGIL

How long will it take?

CLERK

You can go right over there, fill out these forms and bring them back to me. Then you’ll be notified of a hearing date. I see your former employer responded you were terminated with cause so you need prove that’s not true. You can subpoena witnesses and documents if any of that will help you prove your case.

As Virgil complies with the clerk’s instructions, he keeps looking up at the clock as time passes. Virgil finally finishes completing and signing all of the paperwork and returns to Window 6. The clerk peruses the packet of materials.

CLERK

That’s a long list of witnesses!

VIRGIL

That’s what I’m going to need!

PLACEHOLDER

INT. NEWSPAPER OFFICE – AFTERNOON (connects with reporter who calls Virgil a whistleblower)

BEGINNING:

MIDDLE:

END:

E/I. SIDEWALK NIGHT (meets Rapoport & Sesser)

BEGINNING:

MIDDLE:

END:

I/E. SIDEWALK – NIGHT

Virgil parks his pickup. He walks down a dimly lighted street in El Cerrito, California. It is a blusterous, frigid night in the San Francisco East Bay Area.

INT. RAPOPORT’S STUDY – NIGHT

ROGER RAPOPORT, 51, sits in his study near a crackling fireplace reading a Wall Street Journal. Doorbell rings.

I/E. FRONT DOOR

Rapoport opens the door. A tall, lean, clean cut man is standing in front of him holding a large briefcase.

RAPOPORT

Virgil Prater?

VIRGIL

Yes, Sir.

Virgil looks like a poster Marine in civvies.

RAPOPORT

I’m Roger Rapoport. Please come in. I’ve been looking forward to meeting you.

INT. LIVING ROOM

Virgil’s eyes make a quick survey of the man and his home as he follows Rapoport further inside.

INT. RAPOPORT’S STUDY

They walk into Rapoport’s study. The room is that of a liberal writer. Virgil gazes on couple of his books: IS THE LIBRARY BURNING? and THE GREAT AMERICAN BOMB MACHINE. Rapoport offers several seating options with a hand wave.

RAPOPORT

Make yourself comfortable wherever you like. STAN SESSER of the Wall Street Journal will be joining us shortly.

Virgil takes a seat on the couch opposite Rapoport.

RAPOPORT

Gosh, you don’t look anything like I had imagined.

VIRGIL

What did you imagine?

RAPOPORT

Thought you’d look more like a revolutionist.

Virgil produces a WITTY smile.

VIRGIL

Nope. Not hardly. — You’re indeed the prolific writer I’ve heard so much about.

RAPOPORT

Yup, — And I guess you’re the now infamous whistleblower that’s causing all the ruckus in PGE’s world.

VIRGIL

Whistleblower? — Yeah, I’ve heard that — don’t like it much.

RAPOPORT

Why not? You’re doing society an invaluable service.

VIRGIL

Yeah, sure. All it’s gotten me so far is the wrath of some really shitty people not to mention the trouble it’s cause my family. What all have you written?

RAPOPORT

Mostly articles for Look, Esquire, and Harper’s. I’ve written a couple of books. My latest book that’s just been published you’d probably find interesting: The Great American Bomb Machine —

There’s a KNOCK at the door.

RAPOPORT

That’s probably Stan.

Rapoport’s wife, SARAH, suddenly appears.

SARAH

I’ll get it.

SESSER (O.S.)

(muffled)

Is he here?

SARAH (O.S.)

(muffled)

Yes, he’s in Roger’s study.

SESSER (O.S.)

(muffled)

Good, can’t wait to hear what he’s got to say.

Sesser enters the study. Virgil stands up. The two writers greet each other. Virgil watches them closely.

RAPOPORT

Bob, I’d like you to meet STAN SESSER. Stan’s a senior staff writer for the Wall Street Journal — he’s currently doing a series on nuclear power.

Sesser, late forties, has long hair, gold rim glasses and appears to be from the world of academia.

Virgil and Sesser shake hands, their guarded expectations plain in the exchange. Virgil chooses a different chair with his back against the wall facing both men.

VIRGIL

It’s a pleasure meeting you, Mr. Sesser. What’s your interest in nuclear power?

SESSER

My research so far has left me with a lot of unanswered questions that I hope to get some answers to this evening. It’s not everyday that we get to talk to an insider who’s willing to share what actually goes on in there. Roger has shared some things with me — I know you were a nuclear control technician — and I’ve read the coverage in your local newspaper up there — but first I have a question for you.

VIRGIL

Sure.

SESSER

Why are you doing this?

VIRGIL

Well — I guess my primary motivation these days is to protect my family. You know — I tried to address the problems at the plant but all I managed to do was to put my family and myself in jeopardy. I’ve been advised that going public is my best protection.

SESSER

Protection from what?

VIRGIL

From some very powerful and ruthless people who I managed to piss off — who are willing to do whatever it takes to protect a failed and dangerous technology.

SESSER

Okay. Okay, I understand. What I’m really interested in is hearing why it’s a failed and dangerous technology.

VIRGIL

The company and the government have been covering up things to keep the public from learning the truth about that place.

SESSER

What kinds of things are being covered up?

VIRGIL

That’s why I’m here — They’re endangering employees and the general public and lying about it.

SESSER

Why do the employees who work there put up with it?

VIRGIL

Because the vast majority of them are just plain gullible; they’ll believe whatever PGE and the AEC tells them — And the general public really isn’t any different. As for the employees? — They’re just trading their health and safety for a paycheck – plain and simple.

SESSER

Do you have any documentation to support what you’re going to share with us?

VIRGIL

I do. Mr. Rapoport asked me to bring some along.

Virgil begins to pull documents from his briefcase.

PLACEHOLDER

INT. UE APPEALS BOARD HEARING ROOM – MORNING (first day of appeal hearing)

BEGINNING:

MIDDLE:

END:

PLACEHOLDER: Virgil’s 6 year-old son answers the phone receives a threat intended for Virgil.

PLACEHOLDER

INT. UE APPEALS BOARD HEARING ROOM – MORNING (second day of appeal hearing)

BEGINNING:

MIDDLE:

END:

INT. GRAND JURY HEARING ROOM – MORNING (first day of grand jury testimony)

BEGINNING:

MIDDLE:

END:

INT. GRAND JURY HEARING ROOM – MORNING

Virgil is sworn in and seated. The Grand Jury Foreperson makes an opening statement.

GRAND JURY FOREPERSON

Thank you for appearing before the grand jury this morning. It looks like we will have a lot of ground to cover based on what’s been shared with one of our grand jury members. In order to proceed in an expeditious manner, we have some questions for you this morning after which time we’ll decide how we’re going to proceed. These proceeding are done in secret and since you’re not a defendant, you are not allowed to share what transpires here. Do you have any questions?

VIRGIL

No ma’am.

GRAND JURY FOREPERSON

From what I understand, this may very well be stressful for you so please feel free to request a break when you need one. Are you ready to proceed?

VIRGIL

Yes ma’am.

GRAND JURY FOREPERSON

Are you currently a employed at PGE’s Humboldt Bay Nuclear Power Plant?

VIRGIL

No ma’am. I was until I separated from the Company.

GRAND JURY FOREPERSON

How long did you work at the nuclear plant?

VIRGIL

For about six years.

GRAND JURY FOREPERSON

What was you job title when you left the Company?

VIRGIL

Nuclear Control Technician

GRAND JURY FOREPERSON

Did you encounter any safety issue at the nuclear plant?

VIRGIL

Yes ma’am. Practically everyday.

GRAND JURY FOREPERSON

Doesn’t the Atomic Energy Commission ensure the safe operation of the plant?

VIRGIL

I used to think so but I don’t anymore.

GRAND JURY FOREPERSON

Can you expand on that for us?

VIRGIL

Yes ma’am. I entered the nuclear work force believing the AEC was committed to radiation safety but I learned, and I learned it the hard way that AEC is more like the fox guarding the henhouse. I was denied access to AEC compliance inspectors when they were in the plant for routine inspections. Plant management always connected the Company loyalists with the inspectors. And there were never any surprise inspections to see the normal operating conditions of the plant. The AEC would call up the plant to announce inspectors were coming and we’d clear up numerous conditions that were citable violations.

GRAND JURY FOREPERSON

We’re going to get into all that after our lunch break.

VIRGIL

I apologize for starting to babble.

GRAND JURY FOREPERSON

No, no, that’s okay. We’re just going to have you list the safety problems this afternoon.

VIRGIL

May I say just one more thing before the lunch break?

GRAND JURY FOREPERSON

Certainly.

VIRGIL

You have no ideal how good it feels to get this stuff off my chest.

PLACEHOLDER:

INT. GRAND JURY HEARING ROOM – MORNING (second day of grand jury testimony)

BEGINNING:

MIDDLE:

END:

INT. LECTURE HALL – AFTERNOON (Cluster Program presentation)

BEGINNING: Dr. Kasun intros Virgil and helps him to relax

MIDDLE: First she wants him to address whistleblowing and starts the questioning

END: Virgil explains role of whistleblowing in a democracy

INT. LECTURE HALL – AFTERNOON

The room is filling up fast with students and some university staff members. Dr. Kasun and Virgil are sitting together on the stage in clear view of most everyone. Virgil is noticeably nervous. Dr. Kasun grabs his hand and gives it a little squeeze.

DR. KASUN

(to Virgil)

I’ll introduce you Tell them what you have shared with me about being a whistleblower. Just be yourself, you’ll be fine.

The room is full with standing room only. Dr. Kasun goes to the podium.

DR. KASUN

Good afternoon. Welcome to the University’s Cluster Program, an innovative interdisciplinary approach to learning. Today we’re going to hear from a real true to life whistleblower.

Dr. Kasun looks over to Virgil.

DR. KASUN

We have a special guest, Virgil Prater, a former nuclear control technician who’s going to share with us what’s it been like being a whistleblower.

Dr. Kasun steps back from the podium, points to Virgil, and with a smile wiggles her index figure with a come-on motion. Virgil gets out of his chair and slowly walks to the podium.

VIRGIL

Thank you, Dr. Kasun. And thank all of you for coming today. It looks like all the publicity has produced this big turnout. Feel free to ask me questions at any time. Your questions will help me stay focused on what Dr. Kasun would like for me to talk about today. Whistleblowing!

Beat.

DR. KASUN

I’ll start with asking the first question. What was your first reaction to being called a whistleblower?

VIRGIL

I didn’t like it much but I couldn’t have told you why back then. I guess it’s because whistleblowers are not highly regarded in society.

Beat.

DR. KASUN

Why do you supposed that is?

VIRGIL

I’ve thought a lot about that and I think it’s because we learn from early on in our lives that kids who report acts of wrongdoing on the playground or in the classroom are called tattletales. They are viewed as snitches, squealers, and blabbermouths.

Beat.

DR. KASUN

Share with us the rest of your conclusion that you’ve shared with me. I found that part particularly useful in understanding why you initially balked at being called a whistleblower.

VIRGIL

It’s my view that later on in life the reporters of wrongdoing in various settings are viewed as ratfinks, betrayers, stool pigeons, back stabbers, turncoats, and double-crossers. In fact, if you think about it, most labels synonymous to whistleblower have negative connotations.

Dr. Kasun raises her hand to ask another question —

VIRGIL

(inerrupts)

I want to add a couple of more things. Consider what happens when the loyalty code is violated in the military when someone commits an act of wrongdoing. Or the unwillingness to go along in order to get along in the workplace when encountering acts of wrongdoing.

How about whistleblowers in government? They’re called “leakers, traitors, and cowards” by the powerful wrongdoers, who have been known sometimes to even suggest they be executed.

AUDIENCE MEMBER 1

Do you know any other whistleblowers?

VIRGIL

No, I don’t personally know very many individuals who have the makings of a whistleblower but, in my experience, those who do are not willing to stick their necks out very far in public for fear of repercussions or the outright retaliatory conduct of the wrongdoers. My good friend and fellow nuclear control technician, Forrest Williams, is an exception.

AUDIENCE MEMBER 2

What were the repercussions and retaliatory conduct spawned by the wrongdoers at Humboldt Bay?

VIRGIL

Some of that has already come out in the press with probably more to follow.

AUDIENCE MEMBER 3

How do you feel about being called a whistleblower now?

VIRGIL

I am strangely enough now more at peace with myself while admittedly at war with large segments of society. At peace with myself because I view myself as a truth-teller motivated to expose what really happened at the Humboldt nuclear facility and the role the government played in it. At war with large segments of society because of the widespread ignorance and tribalism that permeates the Machiavellian web of supporters and enablers of corporate and political misconduct.

[Bob Rowen]

DAY 16 ASSIGNMENT

Bob Rowen Has Completed Act 2 (20 % Draft)

What I learned doing this assignment is that the speed writing process at 20% quality is beneficial to me moving forward!!

Outline More Act 2 Scenes

INT. LIVING ROOM – NIGHT (admits to Kathryn he was wrong)

BEGINNING: Virgil is quiet and generally moping

MIDDLE: Kathryn wants to know what’s wrong

END: Virgil’s balloon has burst when he realizes PGE’s big lie

INT. EDGAR’S OFFICE – MORNING (reaction to TP)

BEGINNING: Virgil confronts Edgar

MIDDLE: He argues for reducing unnecessary radiation exposure

END: Edgar doesn’t buy Virgil’s argument

INT. COLD MACHINE SHOP – MORNING (a series of scenes starting in the Cold Machine Shop involving the intentional release of contaminated pipe to G&R Scrap Metal Company).

BEGINNING: Virgil is conducting a weekly routine clean area survey

MIDDLE: Virgil finds a section of radioactively contaminated pipe where it shouldn’t be

END: Virgil determines the rest of it was illegally released to an unsuspecting third party and then covered up.

INT. RAD PROTECTION DESK – MORNING (a series of scenes starting at the Rad Protection Desk involving three GC Painters who were discovered to be radioactively contaminated and had not been in the radiation controlled area for four days).

BEGINNING: Skidmore and Virgil are conducting a survey of painting equipment for the three-man painting crew

MIDDLE: They discover that all three painters are contaminated and that they haven’t been in the radiation controlled area of the plant for four days

END: Virgil recommends surveys for all the areas the men have visited (their homes and where ever they traveled) during the last four days and PGE nuclear plant management turned down the recommendation.

INT. COUNTING ROOM – EARLY MORNING (Dempster dumpster)

BEGINNING: Virgil report to work and finds his data missing

MIDDLE: He checks with the Graveyard shift foreman who suggests it’s in the trash

END: Virgil find hand written torn up drafts in the dumpster

INT. CHANGE ROOM – EARLY MORNING (a series of scenes starting in the change room of access control concerning the flushing of incores resulting in a radiation accident that grossly contaminated Skidmore and Virgil).

BEGINNING: Virgil joins Skidmore at Minus 66 to flush incores

MIDDLE: There is an serious radiation accident under the reactor and they are grossly contaminated

END:

INT. COLD INSTRUMENT SHOP – LUNCH (Instr shop and Virgil heads home)

BEGINNING: McCrea, Skidmore, Forrest, and Virgil discuss what happened a Minus 66

MIDDLE: Virgil says Edgar claims what happened is just a nuisance, nothing more

END: Edgar pointed out he, Warren, and Skidmore has done it many more times and they’re fine

INT. GRACIE’S HOOL HALL – EARLY AFTERNOON (Two scenes starting at Gracie’s, Virgil stops to tip a few on his way home then tell Kathryn he got crapped up at work this morning)

BEGINNING: Virgil enters and the bartender asks what happened to him

MIDDLE: Virgil goes home and Kathryn wants to know what wrong.

END: Virgil says he got crapped up and had to go through decon

INT. UNION HALL – NIGHT (plan fails because union wouldn’t support it)

BEGINNING: Virgil and Forrest arrives early and they discuss lifelines over an open reactor

MIDDLE: Radiation protection engineer agreed lifelines should be used

END: But Edgar did not support him

EXT. ROADWAY – MORNING (Two scenes setting up a safety meeting)

BEGINNING: Virgil and Forrest get pumped up about the upcoming safety meeting

MIDDLE: Virgil brings up the reactor water and off-gas exposure problem

END: Nuclear management gets pissed off

INT. CONFERENCE ROOM – AFTERNOON (Warren calls for a meeting about what happened at the safety meeting)

BEGINNING: All available nuclear employees are called into a meeting

MIDDLE: Warren declares what took place at the safety meeting better never happen again

END: Edgar takes the meeting over, then tees off on Virgil and Virgil reacts

Write out these scenes:

INT. LIVING ROOM – NIGHT

Virgil and Kathryn are in the living room. Kathryn gets up and turns the T.V. off.

KATHRYN

What’s bothering you?

VIRGIL

Why do you ask?

KATHRYN

You just haven’t been your regular ole ornery self for the past couple of days. Something’s going on. What is it?

VIRGIL

You know that Forrest and I went to the University the other night to do some research —

Virgil pauses with a blank stare across the room.

KATHRYN

So?

VIRGIL

Well, we found out or maybe I should say I found out that PGE has been lying to its employees.

KATHRYN

What are the lies the Company is telling the employees?

VIRGIL

Just one big lie suggesting our occupational exposure limits are safe. That’s simply not true!

KATHRYN

That’s not what you told me.

VIRGIL

I know because I was taken in by PGE’s claim in the Company’s Radiation Protection Manual body has the ability to heal itself from radiation damage in the same way it heals itself from minor burns, abrasions, cuts and so forth. Our research produced an overwhelming amount of evidence proving PGE claims are false. And what’s more, the Atomic Energy Commission is complicit in PGE’s big lie!

Kathryn settles back in her chair with an understanding smile.

VIRGIL

And yes honey, you were right and I need to listen more to you.

KATHRYN

What are you going to do?

VIRGIL

I don’t rightly know at this point except that I do have a moral duty to protect people and the environment from harm.

INT. EDGAR’S OFFICE – MORNING

Virgil taps on Edgar’s open door.

EDGAR

Good morning, Virgil. What can I do for you?

VIRGIL

Do you have a few minutes to chat with me or would there be a better time?

EDGAR

Sure. Come on in and please, have a seat. What’s on your mind?

VIRGIL

It has to do with radiation exposure. I’ve come across some information that all exposure to ionizing radiation is harmful and that it would be a good idea if we made every effort to reduce unnecessary exposure.

EDGAR

Don’t you think we do that?

VIRGIL

I’ve seen times when we could eliminate excessive exposure in our radiation work permits and the way we go about doing things.

EDGAR

We have quarterly and annual limits on our exposure and we sure in the hell comply with them. So what the problem?

VIRGIL

What I’m trying to say is we’d be better off if we could do a job for let’s say 50 mr of exposure instead of 300 mr. We don’t make that kind of effort because we have these arbitrary limits that are considered safe.

EDGAR

They are safe if we stay within them because the body can recover from the exposure. Didn’t you read our Radiation Protection Manual?

VIRGIL

Yes, I read it and the information I’ve come across disagrees with that.

EDGAR

Virgil, you’d be better off staying with what the Company is saying rather than whatever it is you’ve read. But I’ll tell you what. If you see a situation where we can reasonably reduce exposure, just work it out with your first-line supervisor. Now I’ve got to get back to work.

INT. COLD MACHINE SHOP – MORNING

Virgil is conducting a routine C-Area survey in the power plant’s cold machine shop. No one is visible in the large shop. Virgil is listening to the sporadic clicking of background noise in the headset of his GM (radiation counter) while he walks alongside of the long fabrication bench when suddenly the clicking sound explodes in his headset. Virgil has found a highly radioactively contaminated piece of pipe at the end of the bench in an area where it shouldn’t be. He takes off his headset and hears someone working behind a welding curtain at the east end of the shop. Virgil walks down to the end of the shop and enters the welder’s cubicle.

INT. WELDER’S CUBICLE – CONTINUOUS

VIRGIL

Hey, do you know anything about the large section of pipe on the workbench out there?

WELDER

Yeah, I put it there.

VIRGIL

Did you know that it’s crapped up?

WELDER

No.

VIRGIL

Where’d you get it?

WELDER

Picked it out of the scrap metal bin a couple of days ago. I’m going to make a lead lined pig out of it. Hell, there’s a whole lot more just like it out there. Don’t handle it any more and keep everyone else away from it until I get back.

Virgil leaves.

EXT. SCRAP METAL BINS – CONTINUOUS

Virgil is looking at empty bins. He leaves visibly frustrated and upset. He enters the Maintenance Foreman’s office.

VIRGIL

What happened to the stuff in the scrap metal bins?

MAINTENANCE FOREMAN

G&R Scrap Metal Company picked it up yesterday.

VIRGIL

Where’s the paperwork on it?

MAINTENANCE FOREMAN

I don’t know.

VIRGIL

What do you mean you don’t know. You take care of that stuff.

MAINTENANCE FOREMAN

I usually do but the front office handled this one.

VIRGIL

Where’d that pipe come from?

MAINTENANCE FOREMAN

Unit 3. All that pipe came out of the suppression chamber and it had to be cut up to get it out of there. Why are you asking?

VIRGIL

Because one piece of that suppression chamber pipe is on the workbench in the shop all crapped up. And I assume you did not see an unconditional release tag on that material.

MAINTENANCE FOREMAN

Nope.

Virgil leaves the foreman’s office.

INT. COLD MACHINE SHOP – CONTINUOUS

Virgil makes a phone call. A little while later, the acting radiation protection engineer, JERRY BOOTS, arrives.

BOOTS

Sorry it took so long.

VIRGIL

This section of pipe is contaminated and it’s reasonable to assume the other sections are as well. So we need to go to G&R and retrieve all that pipe and survey it out properly.

BOOTS

Ain’t gonna happen because Edgar said he’s seen the paperwork on it.

INT. RAD PROTECTION DESK – MORNING

Control technicians Skidmore and Virgil are working the Rad Protection Desk. Phone rings. Skidmore answers it.

SKIDMORE

Okay, we’ll get right on it.

Skidmore hangs up,

SKIDMORE

The CG painters need to have their equipment surveyed out. It’s on the dirty side of the railroad gate. I’ll go across the step-off pad and you can go down to the clean side of the gate. The painters are waiting there as we speak. Take a GM with you because you’ll get better background readings on your side.

EXT. RAILROAD GATE – CONTINUOUS

The three-man painting crew is waiting on the clean side of the gate. JAKE JACKSON (late 40s)is the foreman.

VIRGIL

Good morning fellas. Skidmore will show up shortly. Where were you guys working and for how long?

JACKSON

We worked in several places all last week but mostly in Minus 14 Thursday and Friday.

Skidmore shows up and immediately starts surveying the equipment but has trouble getting good readings with his GM.

SKIDMORE

I’e been having trouble with this damn thing

Virgil lays down a sheet of acetate and suggests to have the equipment pushed over onto it so he can make the surveys.

VIRGIL

It’s all looking good.

Jackson steps up to take a closer look at Virgil’s reading.

VIRGIL

What the fuck?

Virgil puts the GM probe closer to Jackson.

VIRGIL

For Christ’s sake, Jackson. You’re all crapped up. Go over to Skidmore.

JACKSON

I don’t understand why I’m contaminated. I ain’t been in the controlled area since last monday.

VIRGIL

Last Monday?

JACKSON

That’s when we finished our job in Unit 3.

VIRGIL

That means you’ve traveled around in that condition for four days. Were you wearing those same clothes on Monday.

JACKSON

Yeah, you know us painters.

VIRGIL

Go on over there and join Skidmore.

JACKSON

In my street clothes?

VIRGIL

Hell yeah, you’re crapped up and on your way to the decon stations.

Virgil turns around and puts the GM probe on them and they’re also crapped up.

VIRGIL

You guys get on over there with Jackson!

SKIDMORE

I’ll get these guys to access control and the decon stations. I’ll check the sign-in log sheet for last Monday.

VIRGIL

This equipment is okay. I’ll tag it and we can just leave it right here for now. I’ll met you at access control when I’m finished here.

INT. COUNTING ROOM – EARLY MORNING

Virgil is frantically searching the counting room. He looks everywhere including the wastebaskets. He leaves the counting room.

INT. CONTROL ROOM – CONTINUOUS

Virgil catches up with the graveyard shift foreman before he leaves.

VIRGIL

I had a lot of paperwork on the counter next to the IPC in the counting room. It’s gone! Do you know what might have happened to it?

SHIFT FOREMAN

I had my shift helper clean up and take the trash out so if you can’t find it in there, it’s probably in the Dempster dumpster.

VIRGIL

I was in the middle of some calculations at quitting time yesterday so I decided to finish them in the morning. It’s just that there are some data in that paperwork I’ve got to have. I’ll check the dempster. Thanks.

Virgil quickly leaves Unit 3.

EXT. DEMPSTER DUMPSTER – MORNING

Virgil is inside the Dempster dumpster rummaging through the trash looking for his paperwork. He finds torn up pieces of paper with hand written messages and notices his name on one of the pieces. Then he finds another piece of paper with his name also on that one. He gathers up all the torn pieces of paper and puts them in his nearby pickup.

INT. KITCHEN – NIGHT

Virgil has pieces of paper scattered all over the table and counters. He starts putting the pieces together like solving a puzzle. Kathryn enters.

KATRYN

What’s this?

VIRGIL

I found all this in the Dempster dumpster at work this morning. I’ve figured out what most of this shit is. They’re hand written memos by the likes of Edgar, Allen, and Boots with some of them marked confidential. I think the secretaries typed them up and then tore them up and threw them in the trash cans. This is a goddamn gold mine.

INT. GRACIE’S POOLHALL – NIGHT

Virgil, Forrest, RAY SKIDMORE (late 30s), and V.C. TEAGUE (late 20s) are meeting in the back of Gracie’s playing pool, drinking beer, eating pizza and talking about the research findings Virgil and Forrest they came up with at the University. Teague, an electrician, is a good friend to all three men at the power plant. Skidmore is a nuclear control technician who basically trained Virgil and Forrest throughout their apprenticeship programs.

TEAGUE

I can’t believe what you guys came up with. Like you said Virgil, what the Company has said is a big lie.

FORREST

The question now is what can be done about it?

TEAGUE

What can we do?

VIRGIL

Why can’t we get the union to help us out? After all, it’s clearly a safety issue.

FORREST

I’d be surprised if the union would take it up.

VIRGIL

Why do you say that?

FORREST

You can give it a try but the guys in the gas and line departments are going to wonder why there aren’t more power plant employees complaining.

VIRGIL

It’s our job to first educate, then motivate them!

FORREST

Yeah, good luck with that!

VIRGIL

The Control Technicians can tighten up on our RWPs with enhanced protections and restrictions. Edgar indicated we could work with our first line supervisors to reduce unnecessary radiation exposure.

SKIDMORE

I seriously doubt if any of the other CTs would support a more strict approach to Rad protection. And I know they want to do things as cheaply as possible because that’s an important way to keep Edgar happy!

VIRGIL

You may be right, Skidmore but it’s very much worth a try.

TEAGUE

Who’s getting the next round?

SKIDMORE

This one’s on me, then I’m heading home.

Virgil and Forrest go to the pool table for one last game.

INT ACCESS CONTROL CHANGE ROOM – EARLY MORNING

Several workman are busily stripping down in the crowded change room. Virgil is taking off his street clothes. He keeps on his skivvies, socks, and shoes and places the rest of his clothing in a locker.

INT. ACCESS CONTROL ROOM – CONTINUOUS

Virgil comes out of the change room into the larger access control area of the nuclear facility. He makes a beeline to the racks and bins containing radiological protective clothing and equipment.

Virgil is quiet, preoccupied, and in a hurry. He gets into a pair of white coveralls, slips on a pair of black galoshes over his shoes and white booties over the galoshes, puts on a surgical cap, and he grabs a couple pair of surgical gloves.

CONTROL OPERATOR 1

(from behind)

Where are you going, Virgil? Got time to talk to us about the crab feed?

VIRGIL

(doesn’t turn around)

Nope! I’m heading to Minus 66.

Virgil goes over to the step-off pad beyond the earshot of the other workmen.

CONTROL OPERATOR 1

(staring hard at Virgil))

God, he’s such a fucking hard-ass!

SHIFT HELPER

I heard he’s a former Force Recon Marine Pathfinder. Those guys were real badasses.

CONTROL OPERATOR 1

Well, maybe so but goddamn it, he’s not in the Marines anymore so he can stop acting like he is.

CONTROL OPERATOR 2

One thing’s for certain, he’s one helluva shit stirrer.

CONTROL OPERATOR 1

Yeah, has been one every since he showed up here.

INT. ACCESS CONTROL STEP-OFF PAD AREA – CONTINUOUS

Virgil charges his dosimeters, signs the access control log, enters the radiation controlled area, and disappears around the corner into the Plus 27 Area of Unit 3.

INT. NORTHEAST AIR-LOCKS – CONTINUOUS

Virgil is at the Plus 27 NE air-lock that provides entry into the reactor building.He Opens the first door, steps inside the air-lock, the sins a large wheel to close and lock the door behind him. He turns 90 degree to open the second door in like fashion, then exits and closes that door.

INT. REACTOR BUILDING – CONTINUOUS

Virgil pauses on the platform outside the air-lock and sees Forrest alongside the spent fuel pool. Virgil hurries on down a long flight of stairs. As Virgil passes by the spent fuel pool —

FORREST

Hey Virgil, see you at McCrea’s for lunch. Okay?

VIRGIL

Okay Bud, you’ve got it.

Virgil hurries on past and disappears down another long flight of stairs.

INT. MINUS 14 – CONTINUOUS

Virgil, now at Minus 14, sees Skidmore waiting at the top of the man-lift and hurries over to him.

INT. TOP OF THE MAN-LIFT – CONTINUOUS

VIRGIL

Sorry it took so long. Got hung up at access control. It’s real busy up there this morning.

SKIDMORE

No problem. I haven’t been waiting long. My last job took a little longer than expected. Because of the high radiation levels at Minus 66, I want us to go over a few thing here before we head down there.

VIRGIL

Okay, sounds good.

SKIDMORE

God, how I hate this job but what choice do I have?

Skidmore and Virgil review their Radiation Work Permit and the Minus 66 blueprints.

INT. CONFERENCE ROOM – MORNING

Edgar is finishing his morning brief with his management team.

EDGAR

One more thing Andy, who do we have flushing in-cores today?

ANDY

Skidmore and Virgil

EDGAR

Virgil? You know he raised hell with me the last time —

ANDY

I know, I know but we’re spread pretty thin his morning. Virgil was the only available CT to assist Skidmore this morning.

EDGAR

You know he complained about the contamination last time. In fact, he got very goddamn irrational about it.

ALLEN

And with me, too!

EDGAR

Well, I guess we’ll just have to deal with him if there’s another contamination problem this morning.

INT. MINUS 14 TOP OF MAN-LIFT – MORNING

Skidmore rolls up the blueprints and paces them on a shelf behind the man-lift. Skidmore picks up his bucket of tools.

SKIDMORE

I’ve already taken everything else down there.

They check their CPs (radiation dose rate instruments).

SKIDMORE

You ready?

VIRGIL

I think so.

SKIDMORE

Okay then, let’s get after it!

Skidmore steps onto a moving platform and grabs the hand-hold as it comes over the top of the continuous vertical running belt. Virgil does likewise on the next platform. They disappear downward into the dimly lighted access shaft alongside the reactor.

INT. UNDER THE REACTOR AT MINUS 66 – CONTINUOUS

Skidmore and Virgil arrive at Minus 66. As Virgil steps off the man-lift, he shadows Skidmore to another step-off pad. After changing booties, they cross over into the area directly beneath the reactor.

VIRGIL

Is this going to go any better than the last time I worked this job?

SKIDMORE

I don’t know. Edgar keeps saying they’re going to change the way we flush in-cores. It’s been fucked every time I’ve done it! Let’s hope we’re not going to have any problems this time. Move your dosimeters and film badge to the top of your head. Okay — no miscues — let’s get it done!

It is extremely hot and humid causing water to run down the concrete walls of the lower dry well. There are “DANGER HIGH RADIAtiON” everywhere. Virgil sets the timer.

SKIDMORE

We’ve got exactly 12 minutes MAXIMUM to get this done.

Skidmore goes up into the area between the reactor’s control rod drives and Virgil follows him, positioning himself on a platform directly beneath Skidmore. Virgil direct the light from a large hand-held battle lantern while Skidmore works overhead in tight quarters.

SKIDMORE

Get ready to hand me the in-core string.

A few minutes have passed. Virgil keeps looking at the timer.

VIRGIL

We’re getting close on the time.

SUDDENLY, high radioactive reddish-black sludge and reactor water rain down on them.

SKIDMORE

(yells in sheer panic)

Son-of-a-bitch! I lost it! Quick, get me the new in-core string so I can button this fucking thing up!

There is deafening silence — then Virgil yells —

VIRGIL

We gotta go! NOW!

SKIDMORE

Almost got it.

(Beat)

SKIDMORE

Okay. Let’s get the fuck out of here.

They scramble down from under the reactor and immediately go to the Minus 66 step-off pad. Their CPs indicate they are grossly contaminated.

VIRGIL

I’m never doing this shit again!

SKIDMORE

It has to be done and I know the front office is working on finding a better way of doing it.

VIRGIL

(babbling)

Bullshit! This is totally insane! The Company is dragging its feet on fixing this problem. This is totally fucking insane!

INT. ACCESS CONTRL DECONTAMINATION STATION – MORNING

Skidmore and Virgil strip butt naked, enter the decon showers, and start the painful process of scrubbing down. Their faces, neck, and forearms are being scrubbed raw. Several employees are standing around watching what’s taking place.

INT. EDGAR’S OFFICE – LATE MORNING

Virgil is in the doorway of Edgar’s office. Edgar sees Virgil in the reflection of his desk clock but take his sweet time to acknowledge him.

(Beat)

EDGAR

What do you want?

Virgil walks in and plops down directly in front of Edgar.

He has several abrasions on his face, neck, and arms. It’s obvious he is extreme upset and angry.

VIRGIL

You know why I’m here!

EDGAR

Yeah, I already heard you guys got crapped up this morning. I can guess you’re here to bark at me about it.

VIRGIL

Jesus Christ, Edgar. You said the Company was going to fix the problem but nothing was done. The simple fact is you just don’t fucking care.

EDGAR

(smugly)

Anyone go over their exposure limits, Virgil?

VIRGIL

I don’t fucking know, Edgar. Look at my face, neck, and arms. And that’s just what you can see.

EDGAR

What happened to you and Skidmore this morning was just a nuisance, nothing more. It’s not a problem because you both went into the decon showers and scrubbed down — everything’s fine. Warren and I, and Skidmore, too — have done it many more times than you and look as us, we’re all just fine — no problems.

VIRGIL

You don’t know that! You think it’s okay to get crapped up, then scrub down and everything will be just fucking okay.

EDGAR

I do. I absolutely do!

VIRGIL

It’s just a matter of time —

EDGAR

What is?

VIRGIL

Oh, just forget it! — Working conditions here are far worse than any during the Gilded Age.

EDGAR

Worse? Gilded Age? What the hell are you rambling about now?

VIRGIL

Yeah, our working conditions here! They’re one hell of a lot more dangerous because we’re now dealing with a new, much more dangerous element in the workplace: RADIATION! Can’t see it, can’t smell it, can’t hear it, can’t taste it! But it’s here! And you people don’t know or even care what the risks are. What you, the Company and the AEC are doing here is outright criminal.

EDGAR

You know, Virgil, if you’re looking for trouble, just keep it up and you’re damn well going to find it. I guarantee it!

VIRGIL

That sounds like a threat!

EDGAR

Virgil, if you keep going with this crap you’ll not only be putting yourself in jeopardy but your whole family, as well.

VIRGIL

You can just go to hell!

Virgil whirls around and storms out of Edgar’s office.

INT. COLD INSTRUMENT SHOP – LUNCH

Forrest and Skidmore are in the cold instrument shop with McCrea getting ready to eat lunch when Virgil enters.

MCCREA

Oh my God, you too. Looks like you and Skidmore spent some time this morning in the decon stations. What happened?

VIRGIL

How’d you know about that?

MCCREA

I now see it in your faces but it’s all over the plant. I haven’t left my shop this morning and I’ve heard all about you fellas being in access control decon from several guys just passing through here.

VIRGIL

We were flushing those goddamn in-cores. Edgar hasn’t fixed the problem. I just came out of his office and I told hime I’m never going to do that job again. The son-of-a-bitch threatened me and I told him to go to hell and walked out on him.

FORREST

Be careful, Virgil. I’m pretty sure plant management knows you’re keeping a diary on this place. There could be a lot of trouble in it for you.

SKIDMORE

Yeah, and they know you’ve been rummaging through the trash dumpster looking for stuff.

MCCREA

The place has ears so I’d be very careful what you say around here.

VIRGIL

Why would you say that?

MCCREA

Well, you know me. I just do a lot of listening and not much talking — except with you guys, and you’d be surprised what I hear.

FORREST

Yeah — guess we should be more careful ‘bout what we say around here.

Skidmore looks at the clock above McCrea’s desk.

SKIDMORE

Looks like it’s time for us to get back at it.

The three control techs get up to leave McCrea’s shop. Virgil heads towards the door to the admin area while the other two start for the Unit 1 door.

FORREST

Hey Virgil, where are you going?

VIRGIL

To the film badge rack. I’m heading home. Fuck this place.

INT. GRACIE’S POOL HALL – EARLY AFTEROON

Virgil enters Gracie’s, finds the place empty, except for the bartender, and he belly ups to the bar.

BARTENDER

What in God’s name happened to you, my friend?

VIRGIL

Long story short, I got crapped up at work today.

BARTENDER

What do you mean, crapped up?

VIRGIL

You know that I work at the nuclear plant. There was an accident this morning and I was drenched with reactor water and reactor crud.

BARTENDER

Are you okay?

VIRGIL

Yeah, I guess for now but I sure could go for one of your famous Bloody Marys.

BARTENDER

Coming right up.

VIRGIL

And you can set a couple of San Miguels right alongside of it.

INT. LIVING ROOM – LATE AFTERNOON

Virgil enters the living room. Virgil’s wife, Kathryn, appears.

KATHRYN

I thought I heard somebody. You’re home early. Something wrong?

VIRGIL

Nope.

KATHRYN

Well, dinner won’t be ready for another couple of hours.

VIRGIL

Okay. I’ll just lay down and rest till then.

Kathryn notices Virgil’s face. She grimaces —

KATHRYN

What wrong?

VIRGIL

Not a goddamn thing!

KATHRYN

Have you been drinking?– Fighting?

VIRGIL

I got crapped up this morning and had to scrub down.

KATHRYN

Again?!

INT. UNION HALL – NIGHT

Virgil and Forrest have arrived early at the Union meeting. They are the only ones in the room.

VIRGIL

You were right.

FORREST

About what?

VIRGIL

I approached our rad protection engineer and got his agreement but then he wasn’t supported by Edgar.

FORREST

Which supervisor are we talking about? We now have two rad protection engineers, Gail Allen and Jerry Boots.

VIRGIL

Boots.

FORREST

So what happened?

VIRGIL

There were three crews working over the open reactor last week during the outage without wearing any lifelines. Boots agreed with me that they should be using lifelines but they refused to put them on. And when I complained to Edgar, he told me he was aware of what happened and had already discussed it with Boots. He said what Boots decided made sense but when he talked to the supervisors involved, they all said their men didn’t want to use them so Edgar didn’t back up Boots.

FORREST

So no lifelines were used. That’s insane!

VIRGIL

Yep, and there’s more. I proposed ways to significantly reduce radiation exposure when collecting reactor water and off-gas samples, and nothing happened.

FORREST

To who?

VIRGIL

Both Allen and Boots. They said my ideas were too expensive.

More union members are trickling into the union hall. Skidmore and Teague enter and sit with Virgil and Forrest. The four power plant employees chat privately. The room now has approximately forty members present.

UNION CHAIRMAN

It’s time to get this meeting started. Bud will lead us in the flag salute.

All members stand and recite the flag salute then they sit back down.

UNION CHAIRMAN

Okay, I’m moving Item 12 concerning radiation safety at the power plant to Number One. How many power plant members are here tonight?

Four hands are raised.

UNION CHAIRMAN

That’s about what I expected. I talked with all the union shop stewards at the plant and was told there really isn’t a problem with radiation safety out there so I’m deleting this item from the agenda.

KENNY

Who made the request to have this put on the agenda?

UNION CHAIRMAN

It was Virgil Prater from Unit 3.

KENNY

That figures. He’s just a fucking shit stirer. That’s what he did when he was in the line department.

Virgil, Forrest, Skidmore and Teague get up and walk out of the Union Hall. As they are leaving Virgil makes a statement.

VIRGIL

What really matters to me is truth and the realities of radiation exposure.

EXT. ROADWAY – MORNING

Virgil and Forrest are walking to the Assembly Building. There are a lot of other employees strung out heading in the same direction.

FORREST

Are you going to bring up the reactor water and off-gas sampling problem at the safety meeting?

VIRGIL

Yep.

FORREST

How do you think it’s going to be received?

VIRGIL

Don’t know but I guess we’ll find out.

INT. ASSEMBLY BUILDING – CONTINUOUS

Virgil and Forrest sit together near the back of the large room. Management personnel are sitting in the front of the room. There are around fifty employees in attendance.

VIRGIL

(whispers to Forrest)

What a bunch of kiss asses.

FORREST

Yeah, it’s sickening.

ACTING COMMITTEE CHAIR

Is there any new business?

Virgil raises his hand.

ACTING COMMITTEE CHAIR

What do you have Virgil?

VIRGIL

It’s really not new business but we can’t seem to get the safety problem solved in any other way.

ACTING COMMITTEE CHAIR

What problem are you talking about?

VIRGIL

The high radiation exposures to CTs while collecting reactor water and off-gas samples.

Several plant managers turn around to look (stare) at Virgil.

ACTING COMMITTEE CHAIR

What exactly is the problem?

VIRGIL

For example, we have a routine radiation work permit for handling reactor water samples that specifies a dose rate of 5 mr/hr in handling the samples. While that was true when Unit 3 first went on line, because of the failure of the stainless steel cladding, we now have a dose rate of 3,000 mr/hr and sometimes higher off the one liter sample bottles and as much as 12,000 mr/hr at the sample station. There is a similar problem with the handling of off-gas samples.

ACTING COMMITTEE CHAIR

Have you taken your concerns to your first line supervisors?

VIRGIL

Sure have. To both our chemical engineer and radiation protection engineer.

ACTING COMMITTEE CHAIR

And what did they say?

VIRGIL

Why don’t you ask them. They’re sitting right in front of you.

There’s a long pause and some whispering up front.

ACTING COMMITTEE CHAIR

In light of it’s almost time for lunch, we’re going to table this matter until our next regularly scheduled safety meeting.

INT. CONFERENCE ROOM – AFTERNOON

All available power plant employees are assembling in the conference room. WARREN RAYMOND (mid 40s), Plant Superintendent, is standing at the front of the room waiting for everyone to enter the room and settle down.

WARREN

I’ve called this little gathering because of what happened this morning at our safety meeting. It would be obvious to a dumbass orangutan that management is not happy with what took place. I’m too goddamn upset to conduct this fucking meeting so I’m handing it over to Edgar.

Warren abruptly leaves the room.

EDGAR

I don’t blame him. What I can say is simply this kind of thing had better never happen again. Don’t ever bring that kind of stuff to a safety meeting. If you have any concerns about radiation safety, talk them out with your first line supervisor. If you still have a concern after doing that, I have an open door policy. That’s all I have to say so you can report back to work. Virgil, you need to remain behind,

Everyone leaves the room except Virgil. As they leave, many of them give Virgil their snake-eyes on the way out. The room clears except for Virgil and Edgar.

EDGAR

What were you thinking? Were you trying to embarrass the Company or what? I told you to take any radiation safety concerns to your supervisor.

VIRGIL

I did and more than once!

EDGAR

And if you still have concerns after doing that, you were to come to me.

VIRGIL

I did that, too. And you know that as well.

EDGAR

Yes, with the lifeline issue. That’s a tough one and I’m still working on it. But what about the reactor water and off-gas issue. I don’t remember you talking to me about those issues.

VIRGIL

Well Edgar, you’re the problem with those issues.

EDGAR

Why would you say that?

VIRGIL

Because both Boots and Allen said you feel it would be too expensive to implement my suggestions.

EDGAR

I agree with them, it would be expensive.

VIRGIL

I know it’s not your fault that this plant is the dirtiest atomic plant in the country because of design failures. Nevertheless, you’ve got some serious radiation safety issues that the Company is now having to deal with. I’ll work with you but you need to know that I’m not going to be bullied by you or anyone else.

[Bob Rowen]

Bob Rowen’s Act 4 Climax (20% Quality Draft)

What I learned doing this assignment is the need to eliminate my verboseness while writing scenes and secondly, how to strengthen my actual climax scene (currently have the “climax” in several draft scenes)

Outline Key Scene 3: Climax (The Ultimate Expression of The Conflict)

INT. GRAND JURY HEARING ROOM – MORNING

BEGINNING: Virgil is sworn in and seated.

MIDDLE: Grand jury foreperson explains purpose and procedure.

END: Grand jury foreperson explains why Virgil has been asked to testify and acknowledges the strain of doing so.

Write Key Scene 3 (Virgil faces the Grand Jury and confronts the trials and tribulations of being a whistleblower)

INT. GRAND JURY HEARING ROOM – MORNING

Virgil is sworn in and seated. The Grand Jury Foreperson makes an opening statement.

GRAND JURY FOREPERSON

Thank you for appearing before the grand jury this morning. It looks like we will have a lot of ground to cover based on what’s been shared with one of our grand jury members. In order to proceed in an expeditious manner, we have some questions for you this morning after which time we’ll decide how we’re going to proceed. These proceeding are done in secret and since you’re not a defendant, you are not allowed to share what transpires here. Do you have any questions?

VIRGIL

No ma’am.

GRAND JURY FOREPERSON

From what I understand, this may very well be stressful for you so please feel free to request a break when you need one. Are you ready to proceed?

VIRGIL

Yes ma’am.

GRAND JURY FOREPERSON

Are you currently employed at PGE’s Humboldt Bay Nuclear Power Plant?

VIRGIL

No ma’am. I was until I separated from the Company.

GRAND JURY FOREPERSON

How long did you work at the nuclear plant?

VIRGIL

For about six years.

GRAND JURY FOREPERSON

What was you job title when you left the Company?

VIRGIL

Nuclear Control Technician

GRAND JURY FOREPERSON

Did you encounter any safety issue at the nuclear plant?

VIRGIL

Yes ma’am. Practically everyday.

GRAND JURY FOREPERSON

Doesn’t the Atomic Energy Commission ensure the safe operation of the plant?

VIRGIL

I used to think so but I don’t anymore.

GRAND JURY FOREPERSON

Can you expand on that for us?

VIRGIL

Yes ma’am. I entered the nuclear work force believing the AEC was committed to radiation safety but I learned, and I learned it the hard way that AEC is more like the fox guarding the henhouse. I was denied access to AEC compliance inspectors when they were in the plant for routine inspections. Plant management always connected the Company loyalists with the inspectors. And there were never any surprise inspections to see the normal operating conditions of the plant. The AEC would call up the plant to announce inspectors were coming and we’d clear up numerous conditions that were citable violations.

GRAND JURY FOREPERSON

We’re going to get into all that after our lunch break.

VIRGIL

I apologize for starting to babble.

GRAND JURY FOREPERSON

No, no, that’s okay. We’re just going to have you list the safety problems this afternoon.

VIRGIL

May I say just one more thing before the lunch break?

GRAND JURY FOREPERSON

Certainly.

VIRGIL

You have no ideal how good it feels to get this stuff off my chest.

[Bob Rowen]

Bob Rowen’s Act 4 First Two Scenes (20% Quality Draft)

What I learned doing this assignment is basically twofold: the reinforcement of the value of outlining scenes and how lining contributes to the development of the storyline.

Outline Key Scene 1 (Reaction to Act 3 Turning Point)

INT. DR. KASUN’S OFFICE – DAY (a cry for help)

BEGINNING: Virgil befriends a University professor who offers Virgil much needed help

MIDDLE: Virgil’s best protection is to go public as quickly and in as many different ways as possible

END: A comprehensive plan of help is developed

Outline Key Scene 2 (Protagonist faces his Dilemma)

INT. UNEMPLOYMENT OFFICE – DAY (files an appeal to an adverse decision)

BEGINNING: Virgil is denied unemployment benefits

MIDDLE: PGE claims Virgil was terminated with cause

END: Virgil learns that he can subpoena Edgar, et al, and make them testify under oath

Write Key Scene 1 (Reaction to Act 3 Turning Point)

INT. DR. KASUN’S OFFICE – DAY

Virgil is meeting Dr. JACKIE KASUN (mid 50s) for the first time. Dr. Kasun has a well deserved reputation on campus for being a political activist.

DR. KASUN

I finally get to meet you. Bob Kittleson has shared your PGE difficulties with me. If just half of what he’s told me is true, you’re going to need a lot of help with how to deal with it.

VIRGIL

Dr. Kittleson is a straight shooter. I’m sure what he’s told you is all true.

DR. KASUN

What I meant to say is simply that you’ve got a lot to deal with.

Virgil pulls his simulation of the secret police report out of his briefcase and hands it to her.

VIRGIL

Did Dr. Kittleson share this with you?

DR. KASUN

Yes, and this was the first thing I wanted to talk to you about.

Dr. Kasun reads the simulation of the document.

DR. KASUN

Wow. And you’ve received threats to both you and your wife? I’ve heard you two are also being harassed by the police department? That true?

VIRGIL

Yes. And I don’t know what to do about any of it. I need help.

DR. KASUN

Okay. Yeah, that’s what Bob Kittleson said. The first thing I would suggest is that you go public with everything as quickly and in as many different ways as possible. That would be your best protection.

VIRGIL

Won’t that make matters worse for me and my family? We already have friends and even some family members who are turning against me.

DR. KASUN

That’s not surprising but what you really need to do right now is to get out front of this thing rather than just letting PGE and the Eureka Police Department control it. You need to go on the offense instead of remaining on defense.

VIRGIL

I’m guessing you have some suggestions on what I should do.

DR. KASUN

I do. Kittleson said you were denied unemployment benefits. Have you filed an appeal?

VIRGIL

No, ma’am I haven’t because I did make the phone call the Company accused me of making, which really wasn’t what the Company claimed it to be.

DR. KASUN

File the appeal because you can get the plant managers to testify under oath thus providing the hearing officer the basis for determining the real reasons why you were terminated. He or she (Kasun smiles) will provide a written opinion, which could prove very helpful in future public discourse.

VIRGIL

What if the hearing officer agrees with PGE?

DR. KASUN

You have to believe truth ultimately rises to the top.

VIRGIL

That’s it?

DR. KASUN

Oh no, of course not. There’s more. I’m going to suggest you also contact the environmental writer at the Times-Standard, which could prove helpful if the managing editor allows coverage. I have some more ideas but let’s get you started with these first.

Write Key Scene 2 (Protagonist faces his Dilemma)

INT. UNEMPLOYMENT OFFICE – DAY

Virgil’s number appears on the big screen. He’s been assigned to Window 6. Virgil picks up his stuff and goes to his assigned window,

CLERK

Good morning, Mr. Prater. I see you’re here about your denied claim. How may I help you?

VIRGIL

I understand I can appeal the department’s decision.

CLERK

That’s what the notice you received clearly stated.

The clerk hands a packet of material to Virgil.

CLERK

Here’s what you need to fill out and return to this office if you want to appeal the department’s decision.

VIRGIL

How long will it take?

CLERK

You can go right over there, fill out these forms and bring them back to me. Then you’ll be notified of a hearing date. I see your former employer responded you were terminated with cause so you need prove that’s not true. You can subpoena witnesses and documents if any of that will help you prove your case.

As Virgil complies with the clerk’s instructions, he keeps looking up at the clock as time passes. Virgil finally finishes completing and signing all of the paperwork and returns to Window 6. The clerk peruses the packet of materials.

CLERK

That’s long list of witnesses!

VIRGIL

That’s what I’m going to need!

[Bob Rowen]

Bob Rowen’s Act 3 Turning Point

What I learned doing this assignment is how to write the turning point for Act 3 as a 20% draft while also working to eliminate verboseness in my writing.

Outline Key Scene 4: Turning Point

INT. UNIVERSITY STUDENT UNION – AFTERNOON

BEGINNING: Virgil meets with JERRY HOTT, a deputy sheriff and University classmate, who shows Virgil a secret police document.

MIDDLE: Virgil reads the document several times and is devastated by its content. Hott retrieves the document from Virgil and sets it on fire in a metal wastebasket.

END: Virgil produces a simulation of it to show Forrest and one of his University professors who has committed to help him.

Write Key Scene 4, Act 3: TURNING POINT

INT. UNIVERITY STUDENT UNION – AFTERNOON

Virgil and Hott enter an empty study room and close the door.

INT. STUDY ROOM – CONTINUOUS

On the way in to the room, Hott picks up an empty metal wastepaper basket and sits down placing the basket in front of him. Virgil moves a chair in front of Hott and sits down.

VIRGIL

What’s this about?

Hott researches into his briefcase and pulls some sort of document.

HOTT

I have something you need to see. You can read it as many times as you like but I’ve got to have it back. I’m going way further than I should showing you this but I know it has to be fucking crap!

Hott hands the document to Virgil. As Virgil starts reading the document, a tremor appears in both hands and his face turns red.

VIRGIL

Is this some kind of joke? Where did you get this?

HOTT

As you probably know, I work graveyards in the Sheriff’s Office so I can attend classes during the day. That document came across my desk so I made a copy of it. No one knows I have a copy of that.

Virgil reads the document again.

VIRGIL

Chief Emahiser of the Eureka Police Department wrote this fucking thing and it looks like he used information provided by PGE and his own officers.

HOTT

And did you notice who received copies of it?

VIRGIL

Yeah, the FBI and PGE. It paints four of the plant’s seven nuclear control techs as subversives, and it focuses on Forrest Williams and especially me.

HOTT

I’m aware of your concerns at the nuclear plant and the Harris and K police brutality case. I knew this was something crazy so I wanted you to be aware of it.

Hott reaches for it and Virgil gives it to him. Hott takes a lighter out of his pocket and lites the document on fire and places it into the empty metal wastepaper basket. After Hott confirms the document has completely burned, he gets up to leave.

VIRGIL

Thank you for showing this to me. I understand the risk you’ve taken.

Virgil goes to a table, pulls out of his brief case a yellow tablet and starts writing on it.

[Bob Rowen]

Bob Rowen’s Act 3 Middle Scenes

What I learned doing this assignment is again the value of speed writing to produce a 20% draft.

Outline Key Scenes 2 & 3, Act 3

Outline Key Scene 2: New Plan

INT. COUNTING ROOM – MORNING

BEGINNING: Virgil and Forrest what’s not working.

MIDDLE: They decide the company safety meeting is the only way

END: They quickly prepare outlines for today’s safety meeting

Outline Key Scene 3: Things don’t go well because…

INT. EDGAR’S OFFICE – AFTERNOON

BEGINNING: Virgil is reminded of the superintendent’s meeting following the last safety meeting like the one that took place this morning

MIDDLE: That safety meeting resulted in the Company addressing the reactor and off-gas problems I presented.

END: If you and Forrest are looking for trouble, you’re damn well found it!

Write Key Scene 2, Act 3: Makes a New Plan

INT. UNIT 3 COUNTING ROOM – MORNING

Virgil and Forrest are taking their mid-morning coffee break.

FORREST

I don’t know if we really want to bring up those things at the safety meeting.

VIRGIL

I’m going to. We got some things done the last time we used the safety meeting.

FORREST

True, but we were told never to do that again.

VIRGIL

I know, Forrest, I know but the Union won’t do anything, we can’t talk to AEC compliance inspectors when they’re in the plant, and management won’t address our radiation safety issues. I’m sick of it and I think you are too.

FORREST

There will be trouble in it if you do it, Virgil.

VIRGIL

I know but now’s the time for me to step up to the plate.

FORREST

Well, if you’re going to do it then I’m going to join with you.

Virgil looks at the notes he’s taken, checks some of them and shows it to Forrest,

VIRGIL

If you want to, okay. Here’s what I jotted down while we talking and I’ve checked what I want to cover. Anything on there you’d like to cover?

Forrest looks at Virgil’s notes and jots down some things.

FORREST

I’ve got my list and it’s time to head out to the Assembly Building.

Write Key Scene 3, Act 3: Things don’t go well because…

INT. EDGAR’S OFFICE – AFTERNOON

Edgar, Virgil, and Warren are in Edgar’s office. Warren is sitting off to a side looking like an observer.

EDGAR

Do you remember what you and everyone else were told at Warren’s meeting following the last safety meeting like what took place this morning?

VIRGIL

I do.

EDGAR

What the hell were you thinking?

VIRGIL

The last safety meeting got the biological shielding we needed to reduce exposure at the reactor water and off-gas sampling stations.

EDGAR

You were told to work through your first line-supervisors.

VIRGIL

That has proven not to work.

EDGAR

What you did this morning was clearly intended to put fear into the employees, embarrass plant management, and outright attack the Company. What you and Forrest did this morning was tantamount to industrial sabotage and I’m going to see to it that you pay for what you did this morning.

VIRGIL

Is that some kind of threat?

EDGAR

Take it as you will but the Company has run out of patience with you.

[Bob Rowen]

Bob Rowen’s Act 3 Reaction to Midpoint

What I learned doing this assignment is how helpful it is to outline all the key scenes of the Act.

Outline Key Scenes Act 3

Key Scene 1: React/rethink the new reality revealed by Midpoint

EXT. UNIT 2 CATWALK – LUNCHTIME

BEGINNING: The Company doesn’t want radiation safety issues and concerns presented and discussed at safety meetings.

MIDDLE: Virgil and Forrest need to decide if they’re going to comply.

END: They decide to bring Skidmore into their effort of deciding what to do.

Key Scene 2: Makes New Plan

INT. GRACIE’S POOLHALL – NIGHT

BEGINNING: Document problems, use Control Technician Radiation Log Book, contact AEC compliance inspectors, and bring up safety concerns at safety meetings.

MIDDLE: Virgil takes the lead.

END: Skidmore cautions Virgil not to get too involved.

Key Scene 3: Things DON’T go well, because…

INT. EDGAR’S OFFICE – MORNING

BEGINNING: Virgil finds a gold mine in the Dempster Dumpster.

MIDDLE: Edgar lets Virgil know he’s been made aware of Virgil going through the trash.

END: Edgar threatens Virgil.

Key Scene 4: Turing Point – Protagonist faces their lowest low.

INT. UNIVERSITY STUDENT UNION – DAY

BEGINNING: A fellow student, who is a deputy sheriff, shares a secret police document with Virgil.

MIDDLE: Virgil is devastated by its content.

END: Virgil creates a simulation of it and commits to expose it.

Key Scene 1, Act 3:

EXT. UNIT 2 CATWALK – LUNCHTIME

Virgil and Forrest are sitting alone on the Unit 2 catwalk over looking the bay while eating lunch.

VIRGIL

I don’t know what we’re going to do.

FORREST

Sounds like we’re not going to discuss radiation safety at company safety meetings.

VIRGIL

That’s what Edgar said but I don’t buy it! What’s a safety meeting for if it’s not okay to discuss radiation safety?

FORREST

I think you know the answer to that one.

VIRGIL

Yeah, I do. It’s because minutes are taken of those meetings that can be reviewed by anyone down the road. And I for one will not comply with Edgar’s bullshit if we cannot solve the radiation problems some other way.

FORREST

I think we ought to bring Skidmore into this discussion. The three of us should be able to come up with a plan of attack, don’t you think?

[Bob Rowen]

Bob Rowen’s Act 2 TP – Midpoint

What I learned doing this assignment is first a reminder of the importance of outlining scenes and then the key elements of Act 2 in the 4 Act Structure.

Outline Key Scene 4: The Midpoint

BEGINNING: A staff meeting is called to address what Virgil did at the Company’s safety meeting.

MIDDLE: Edgar explains what Virgil must do in the future to address his radiation safety concerns.

END: Virgil informs Edgar he will do whatever is necessary to address his radiation safety concerns and that he will not be bullied by anyone for doing so.

Key Scene 4

INT. CONFERENCE ROOM – AFTERNOON

All available power plant employees are assembling in the conference room. WARREN RAYMOND (mid 40s), Plant Superintendent, is standing at the front of the room waiting for everyone to enter the room and settle down.

WARREN

I’ve called this little gathering because of what happened this morning at our safety meeting. It would be obvious to a dumbass orangutan that management is not happy with what took place. I’m too goddamn upset to conduct this fucking meeting so I’m handing it over to Edgar.

Warren abruptly leaves the room.

EDGAR

I don’t blame him. What I can say is simply this kind of thing had better never happen again. Don’t ever bring that kind of stuff to a safety meeting. If you have any concerns about radiation safety, talk them out with your first line supervisor. If you still have a concern after doing that, I have an open door policy. That’s all I have to say so you can report back to work. Virgil, you need to stay behind,

Everyone leaves the room except Virgil. As they leave, many of them give Virgil their snake-eyes on the way out. The room clears except for Virgil and Edgar.

EDGAR

What were you thinking? Were you trying to embarrass the Company or what? I told you to take any radiation safety concerns to your supervisor.

VIRGIL

I did and more than once!

EDGAR

And if you still have concerns after doing that, you were to come to me.

VIRGIL

I did that, too. And you know that as well.

EDGAR

Yes, with the lifeline issue. That’s a tough one and I’m still working on it. But what about the reactor water and off-gas issue. I don’t remember you talking to me about those issues.

VIRGIL

Well Edgar, you’re the problem with those issues.

EDGAR

Why would you say that?

VIRGIL

Because both Boots and Allen said you feel it would be too expensive to implement my suggestions.

EDGAR

I agree with them, it would be expensive.

VIRGIL

I know it’s not your fault that this plant is the dirtiest atomic plant in the country because of design failures. Nevertheless, you’ve got some serious radiation safety issues that the Company is now having to deal with. I’ll work with you but you need to know that I’m not going to be bullied by you or anyone else.

[Bob Rowen]

Bob Rowen’s Act 2 Middle Scenes

What I learned doing this assignment is how this approach to writing the script aids in the formatting of the storyline of it.

Outline Key Scene 2 (Protagonist makes a plan and executes it)

BEGINNING: Virgil explores with Forrest and two others ways to address the problem of unnecessary, needless, and senseless radiation exposure.

MIDDLE: Virgil tightens up on the enforcement of radiation work permits with enhanced restrictions.

END: Virgil seeks approval of the radiation protection engineer and his first-line supervisors.

Key Scene 2

INT. GRACIE’S POOLHALL – NIGHT

Virgil, Forrest, RAY SKIDMORE (late 30s), and V.C. TEAGUE (late 20s) are meeting in the back of Gracie’s playing pool, drinking beer, eating pizza and talking about the research findings Virgil and Forrest they came up with at the University. Teague, an electrician, is a good friend to all three men at the power plant. Skidmore is a nuclear control technician who basically trained Virgil and Forrest throughout their apprenticeship programs.

TEAGUE

I can’t believe what you guys came up with. Like you said Virgil, what the Company has said is a big lie.

FORREST

The question now is what can be done about it?

TEAGUE

What can we do?

VIRGIL

Why can’t we get the union to help us out? After all, it’s clearly a safety issue.

FORREST

I’d be surprised if the union would take it up.

VIRGIL

Why do you say that?

FORREST

You can give it a try but the guys in the gas and line departments are going to wonder why there aren’t more power plant employees complaining.

VIRGIL

It’s our job to first educate, then motivate them!

FORREST

Yeah, good luck with that!

VIRGIL

The Control Technicians can tighten up on our RWPs with enhanced protections and restrictions. Edgar indicated we could work with our first line supervisors to reduce unnecessary radiation exposure.

SKIDMORE

I seriously doubt if any of the other CTs would support a more strict approach to Rad protection. And I know they want to do things as cheaply as possible because that’s an important way to keep Edgar happy!

VIRGIL

You may be right, Skidmore but it’s very much worth a try.

TEAGUE

Who’s getting the next round?

SKIDMORE

This one’s on me, then I’m heading home.

Virgil and Forrest go to the pool table for one last game.

Outline Key Scene 3 (Not only does his plan fail, but…)

BEGINNING: First-line supervisors ignore most of Virgil’s recommendations.

MIDDLE: The Union is not interested.

END: Most of the employees view Virgil as a troublemaker. What really matters to Virgil is truth and the reality of radiation exposure.

Key Scene 3

INT. UNION HALL – NIGHT

Virgil and Forrest have arrived early at the Union meeting. They are the only ones in the room.

VIRGIL

You were right.

FORREST

About what?

VIRGIL

I approached our rad protection engineer and got his agreement but then he wasn’t supported by Edgar.

FORREST

Which supervisor are we talking about? We now have two rad protection engineers, Gail Allen and Jerry Boots.

VIRGIL

Boots.

FORREST

So what happened?

VIRGIL

There were three crews working over the open reactor last week during the outage without wearing any lifelines. Boots agreed with me that they should be using lifelines but they refused to put them on. And when I complained to Edgar, he told me he was aware of what happened and had already discussed it with Boots. He said what Boots decided made sense but when he talked to the supervisors involved, they all said their men didn’t want to use them so Edgar didn’t back up Boots.

FORREST

So no lifelines were used. That’s insane!

VIRGIL

Yep, and there’s more. I proposed ways to significantly reduce radiation exposure when collecting reactor water and off-gas samples, and nothing happened.

FORREST

To who?

VIRGIL

Both Allen and Boots. They said my ideas were too expensive.

More union members are trickling into the union hall. Skidmore and Teague enter and sit with Virgil and Forrest. The four power plant employees chat privately. The room now has approximately forty members present.

UNION CHAIRMAN

It’s time to get this meeting started. Bud will lead us in the flag salute.

All members stand and recite the flag salute then they sit back down.

UNION CHAIRMAN

Okay, I’m moving Item 12 concerning radiation safety at the power plant to Number One. How many power plant members are here tonight?

Four hands are raised.

UNION CHAIRMAN

That’s about what I expected. I talked with all the union shop stewards at the plant and was told there really isn’t a problem with radiation safety out there so I’m deleting this item from the agenda.

KENNY

Who made the request to have this put on the agenda?

UNION CHAIRMAN

It was Virgil Prater from Unit 3.

KENNY

That figures. He’s just a fucking shit stirer. That’s what he did when he was in the line department.

Virgil, Forrest, Skidmore and Teague get up and walk out of the Union Hall. As they are leaving Virgil makes a statement.

VIRGIL

What really matters to me is truth and the realities of radiation exposure.

[Bob Rowen]

Bob Rowen’s Act 2 Reaction to TP 1

What I learned doing this assignment is once again the value of outlining the scene.

Outline Key Scene 1 – Key Scene 1 (Reaction to TP 1)

BEGINNING: Virgil, now confronted with PGE’s big lie, decides only to share his research findings with Edgar in order to preserve a working relationship

MIDDLE: Edgar says Virgil would be much better off just sticking with Company information

END: Edgar suggests Virgil work with his first-line supervisors whenever he thinks there’s a problem of unnecessary or excessive exposure.

Key Scene 1

INT. EDGAR’S OFFICE – MORNING

Virgil taps on Edgar’s open door.

EDGAR

Good morning, Virgil. What can I do for you?

VIRGIL

Do you have a few minutes to chat with me or would there be a better time?

EDGAR

Sure. Come on in and please, have a seat. What’s on your mind?

VIRGIL

It has to do with radiation exposure. I’ve come across some information that all exposure to ionizing radiation is harmful and that it would be a good idea if we made every effort to reduce unnecessary exposure.

EDGAR

Don’t you think we do that?

VIRGIL

I’ve seen times when we could eliminate excessive exposure in our radiation work permits and the way we go about doing things.

EDGAR

We have quarterly and annual limits on our exposure and we sure in the hell comply with them. So what the problem?

VIRGIL

What I’m trying to say is we’d be better off if we could to a job for let’s say 50 mr of exposure instead of 300 mr. We don’t make that kind of effort because we have these arbitrary limits that are considered safe.

EDGAR

They are safe if we stay within them because the body can recover from the exposure. Didn’t you read our Radiation Protection Manual?

VIRGIL

Yes, I read it and the information I’ve come across disagrees with that.

EDGAR

Virgil, you’d be better off staying with what the Company is saying rather than whatever it is you’ve read. But I’ll tell you what. If you see a situation where we can reasonably reduce exposure, just work it out with your first-line supervisor. Now I’ve got to get back to work.

[Bob Rowen]

Bob Rowen’s Finished Act 1

What I learned doing this assignment is the value of outlining each scene and using the 20% daft approach to keep moving forward.

FADE IN

EXT. PGE MAIN EUREKA OFFICE – MORNING

VIRGIL PRATER (mid-20s) stands in front of the PGE building gazing at the Reddy Kilowatt logo, shrugs his shoulders then enters.

INT. PGE OFFICE RECEPTION AREA – CONTINUOUS

VIRGIL

I’m looking for the personnel office.

RECEPTIONIST

Down the hallway, second door on the left.

VIRGIL

Thank you.

INT. PGE PERSONNEL OFFICE – CONTINUOUS

SECRETARY

Can I help you?

VIRGIL

Yes, Ma’am. I’d like to fill out an application for work.

SECRETARY

We don’t have any openings right now.

VIRGIL

That’s what I’ve heard but I would still like to fill out an application so you’d have it on file should something come open.

SECRETARY

Well, okay.

The secretary hands Virgil an application and he starts filling it out as he stands at the counter.

VIRGIL

I’m finished with this. Now I’d appreciate the opportunity to take the pre-employment test.

SECRETARY

Like I said, we don’t have any openings right now.

VIRGIL

I know but I’d still like to —

The personnel manager enters.

SECRETARY

(interrupts)

This gentleman has completed an completed an application and now he wants to take a pre-employment test. I’ve already told him we don’t have openings.

The personnel manager picks up Virgil’s application and glances at it.

PERSONAL MANAGER

Ex-military?

VIRGIL

Yes, Sir.

The personnel manager looks at his watch.

PERSONAL MANAGER

Why not? Come on into my office.

Virgil follows behind the manager who is still reading over Virgil’s application.

INT. PERSONNEL MANAGER’S OFFICE -CONTINUOUS

PERSONAL MANAGER

Ex-Marine?

VIRGIL

Former Marine. Yes, Sir.

PERSONAL MANAGER

Oh, that’s right. Once a Marine, always a Marine.

Virgil smiled and nodded his agreement.

PERSONAL MANAGER

Let’s get started with your test. There’s a short essay section, lots of math, and a pattern analysis section. Some portions of it are timed. And there is a dexterity test at the end of it.

PERSONAL MANAGER

You ready? Need to use the rest room first?

VIRGIL

No, Sir.

Virgil finishes the test. While the personnel manager scores it, Virgil views the pictures and plaques on the walls.

PERSONAL MANAGER

You did extremely well on all the tests. In fact the best I’ve seen. Where to you see yourself in five years?

Virgil points to an artist rendering of the atomic plant under construction hanging on the wall behind the manager.

VIRGIL

Right there!

PERSONAL MANAGER

Why there, if I may ask?

VIRGIL

Because I believe nuclear power is the panacea to the emerging energy crisis.

PERSONAL MANAGER

Tell you what. Why don’t you go to lunch, I’ve got a couple of calls to make, and we can get back together, let’s say at 2 this afternoon.

VIRGIL

Sounds good. I’ll be back and on time.

INT. PERSONNEL OFFICE – AFTERNOON

Virgil enters the personnel office and the secretary motions for him to go directly into the manager’s office.

SECRETARY

He’s expecting you.

PERSONAL MANAGER

How was lunch?

VIRGIL

Great.

PERSONAL MANAGER

Take a seat. We’ve got some things to talk about.

Virgil sits down at the conference table in front of the manager’s desk.

PERSONAL MANAGER

Are you willing to start at the bottom of the ole proverbial food chain?

VIRGIL

Yes, Sir.

PERSONAL MANAGER

You know we don’t have any openings at the present time but I can get you into the line department as a laborer until something more suitable comes available. You game for that?

VIRGIL

Yes, Sir.

PERSONAL MANAGER

All new employees have a six months probationary period before they become permanent. You okay with that?

VIRGIL

Yes, Sir.

PERSONAL MANAGER

When can you start?

VIRGIL

I need to give my current employer two weeks notice. Any time after that.

PERSONAL MANAGER

That would be fine. Let’s go with the first Monday in March as your start date. You will be reporting to Paul Grinsell. The secretary has some paperwork for you to complete.

INT. ROY’S DINNER HOUSE – NIGHT

Virgil and his wife, Kathryn, are sitting at a candlelit table finishing their glass of wine. KATHRYN (late 20’s) is gazing at Virgil with great curiosity.

KATHRYN

How much longer are you going to keep me in the dark?

VIRGIL

Well, I guess this is as good a time as any. I only have two weeks left at the saw mill.

KATHRYN

They’re laying you off?

Virgil laughs.

VIRGIL

No honey, nothing like that. I have a new job at PGE working days. No more swing shift hours at the mill.

KATHRYN

That’s fantastic. Now we can have a life.

Virgil pours more merlot in their wineglasses.

VIRGIL

This is Roy’s very best merlot.

KATHRYN

What will you be doing?

VIRGIL

I’ll be starting in the line department at the bottom of the food chain but there will be opportunities for advancement.

The jukebox plays,

VIRGIL

Hey, that’s our song. Can I have this dance?

EXT. SERVICE CENTER – MORNING

Virgil parks his pickup on the Myrtle Street side of the fence and walks into the Service Center yard towards the office and he enters it.

INT. BULLROOM – CONTINUOUS

VIRGIL

Where can I find Paul Grinsell.

EMPLOYEE

Who wants to know?

VIRGIL

I’m a new employee and was told to report to him this morning.

EMPLOYEE

That’s him right over there.

Virgil walks over to PAUL GRINSELL (late 50s), they chat briefly, and continue to talk as they walk out to Paul’s PGE truck.

EXT. GRINSELL’S TRUCK – CONTINUOUS

GRINSELL

Don’t worry about that, he’s just razzing you a bit, you being new and all. You may as well expect a little hazing, it’s a traditional ritual around here.

VIRGIL

I don’t take kindly to that sort of crap.

GRINSELL

I suggest you just go with it because I’ve heard you’re not going to be here very long.

VIRGIL

What do you mean I’m not going to be here very long?

GRINSELL

The scuttlebutt in the front office has it that you’re only here temporarily until there’s a position for you at the power plant. You don’t know anything about that?

VIRGIL

No, Sir.

Grinsell opens a side bin to his truck and takes out a canvas bag with a leather bottom.

GRINSELL

Here, this is a grunt bucket. Your first assignment is to pick up litter around the yard and the warehouse loading docks.

VIRGIL

Yes, Sir.

GRINSELL

You don’t need to keep siring me.

Virgil nods and starts out on his assignment. As Virgil approaches the loading docks, a lineman throws his cigarette down and uses the toe of his boot to put it out, all the while looking directly at Virgil. Virgil walks on past the butt.

LINEMAN

Hey grunt, you missed something.

Virgil turns around and looks directly at the lineman.

VIRGIL

Nope. You threw it down, you can pick it up.

Virgil turns around and walks away.

INT. BULLROOM – LATE AFTERNOON

GRINSELL

I heard what happened at the loading docks this morning. That’s not good. A little hazing of newbies is traditional around here.

VIRGIL

He was being a bully. I don’t cotton to bullies and I don’t like that asshole very much.

GRINSELL

I think you need to mellow if you want to make it into the power plant.

VIRGIL

I’ll give it my best shot. I just hope I can avoid that jerk.

GRINSELL

I’ll do what I can as well.

INT. KITCHEN – EVENING

Virgil enters and finds Kathryn busy with dinner.

KATHRYN

How are you liking PGE?

VIRGIL

Great. And I love working outside almost as much as I love you.

Virgil gently pulls her away from the stove and they embrace.

EXT. GRINSELL’S TRUCK – MORNING

Virgil puts his lunchpail in Grinsell’s truck. Grinsell comes out of the washroom.

GRINSELL

Sorry I’m late. Had to see a man about a horse. Grab your lunchpail and report to Connolly’s crew. You’ve been assigned to help out on a big job downtown.

VIRGIL

Connolly’s crew? That’s the crew that Kenny asshole is on. Thought you were going to help me stay away from him.

GRINSELL

Sorry Virgil but this decision came from higher ups.

EXT. ALLEY – EARLY AFTERNOON

Virgil is on the ground by the line truck working the grunt line. Lineman Kenny (late 30s)is up on a 60 foot power pole preparing the rigging for raising a transformer. Kenny barks down an order to Virgil.

KENNY

Set up the niggerhead.

Virgil ignores Kenny. Kenny hollers down same order again and Virgil again ignores him. At this point Kenny comes down the pole breathing fire. Virgil squares up on the approaching Kenny who is yelling obscenities. Virgil is now glaring at Kenny and standing his ground.

KENNY

What the hell is wrong with you. I want the niggerhead set up.

Virgil just shakes his head.

A growing group of bystanders are watching.

KENNY

Do you know what a niggerhead is?

VIRGIL

Nope, but I know what you want.

KENNY

What’s that?

VIRGIL

I think you want a bull wheel so I can get that transformer up to you.

KENNY

Quit playing fucking games.

VIRGIL

I’m not playing games. You call it by its right name, quit your swearing, and I’ll set it up. End of discussion!

Kenny looks at the assembled bystanders and sees the general foreman approaching.

KENNY

Okay, please set up the bull wheel.

VIRGIL

Will do.

INT. BULLROOM – MORNING

Virgil walks into the bullroom and Grinsell is waiting for him. Grinsell motions for him to follow. They leave the bullroom together.

EXT. GRINSELL’S TRUCK – CONTINUOUS

Virgil and Grinsell are standing in front of Grinsell’s truck.

VIRGIL

What’s up?

GRINSELL

Didn’t want to talk in there. What happened last week on Connolly’s crew created quite a stir.

VIRGIL

Well, I wasn’t going to be party to that asshole’s bullshit, especially in clear public view.

GRINSELL

Someone in the general public must’ve pulled some political strings with the PGE higher ups and saved your ass.

VIRGIL

So what does that mean?

GRINSELL

I was initially told you weren’t going to make it past your probationary period. Then late yesterday I got the word you’re to go report to our service center manager first thing this morning.

VIRGIL

This morning?

GRINSELL

Yessiree, this morning.

Virgil is standing at the door of the manager’s office.

MANAGER

Good morning, Mr. Prater. Come in. I have what might be good news for you. You’re being offered a position at our power plant.

VIRGIL

Thank you, sir. What kind of position are we talking about?

MANAGER

Don’t thank me, I didn’t have anything to do with it. And I don’t exactly know what the position is but it’s in the instrument repair department of Units 1 and 2. You have until Thursday to decide. If you accept the offer, report to Mr. Chaffee at the power plant Thursday morning. If not, report back to work here as usual.

INT. BEDROOM – NIGHT

Virgil and Kathryn are laying in bed. Virgil is showing his wife that he’s in a playful mood. Then his actual intent is revealed.

VIRGIL

I have some exciting news.

KATHRYN

What is it?

VIRGIL

I’ve been offered a position at the power plant.

KATHRYN

At the nuclear unit?

VIRGIL

No. It’s in the instrument shop for Units 1 and 2. The nuclear unit is called Unit 3.

KATHRYN

Oh, so you wouldn’t have anything to do with the nuclear unit?

Virgil doesn’t answer right away.

KATHRYN

Well?

VIRGIL

I probably would.

KATHRYN

You mean you hope so, Right?

VIRGIL

Yeah, I guess so.

KATHRYN

I don’t want you working in the nuclear unit!

VIRGIL

Why? It’s what I want to do because it’s a career opportunity of a lifetime.

KATHRYN

I knew it!

Kathryn storms out of the bedroom. Virgil finds Kathryn on the couch in the front room.

INT. LIVING ROOM – CONTINUOUS

VIRGIL

What are you doing in here?

KATHRYN

We agreed never to take an argument to bed.

VIRGIL

Okay. Yes,I agree, so I think we need to talk about this. Why are to opposed to my working at the power plant.

KATHRYN

It’s simple, Virgil. Working there is too dangerous because of exposure to radiation.

VIRGIL

I was trained in ABC Warfare in the Marines. I know how to work safely around radiation. And besides, civilian nuclear plants are strictly regulated by the Atomic Energy Commission to ensure safety.

KATHRYN

You’re so damn stubborn! I disagree with you because I know you’re wrong!”

VIRGIL

Honey, I’m going to make you a promise. If I ever get to work in the nuclear unit and it becomes a place too dangerous to work in, I will flat-out quit.

EXT. PARKING LOT – MORNING

Virgil pulls his old pickup into a parking space for visitors. He enters the office,

FRONT OFFICE SECRETARY

Can I help you?

VIRGIL

My name is Virgil Prater and I’m looking for Mr. Robert Chaffee.

FRONT OFFICE SECRETARY

Yes, he’s expecting you Mr. Prater but he is in a meeting right now so take a seat. Would you like a cup of coffee?

VIRGIL

No ma’am, I’m fine.

Virgil reads the PGE literature on nuclear power while he waits. Robert Chaffee (early 40s) enters the office.

CHAFFEE

Good morning. You’re Virgil Prater?

VIRGIL

Yes, Sir.

CHAFFEE

I’ve been in a meeting that I’ve got to get back to. We can get better acquainted later. Meanwhile, I’m going to take you down to the instrument shop and introduce to our instrument repairman who will show you around. Come with me.

Virgil follows Chaffee down a long hallway, past a very large film badge rack, and to the instrument shop.

CHAFFEE

This is our instrument shop for Units 1 and 2.

They enter.

CHAFFEE

This is Jim McCrea. Our instrument repairman. You fellows get to know each other and McCrea will then show you around.

Chaffee leaves the shop.

MCCREA

Have a sit down. I know a little about you. You were in the Marines, you’ve spent some time in the line department working with Paul Grinsell, and you want to work in Unit 3. How’s Grinsell to work for?

VIRGIL

He’s great. I’ve enjoyed my time with him and I learned a lot about the Company. And Grinsell pulled me out of a couple of pickles I put myself in and I’m truly grateful for that.

MCCREA

As you already know, this is the instrument shop for our Fossil Fuel Units 1 and 2 and where you’ll be working, I guess, until something opens up for you in Unit 3. We call it the cold instrument shop. This shop installs, maintains, and repairs all the instrumentation that keeps Units 1 and 2 on-line.

VIRGIL

Do you ever do any work in Unit 3?

MCCREA

As little a possible but I do sometimes go over there when I’m needed.

COLD INSTRUMENT SHOP – LUNCHTIME

Their conversation is interrupted as the Unit 1 door swings open with a bang. FOREST WILLIAMS (early 30s) enters.

MCCREA

Virgil, I’d like for you to meet Forrest Williams. You two guys have a lot in common.

FORREST

How so?

MCCREA

You’re both ex-military and you both want to get into the nuclear unit.

FORREST

Only because that’s going to get me a bigger paycheck. So what’s your story, Virgil?

VIRGIL

I believe nuclear energy is the power source of the future and I want to get in on the ground floor of it.

FORREST

What branch of service were you in?

VIRGIL

Marines. How about you?

FORREST

Navy. I was on a sea rescue tug in the Pacific Proving Grounds during the mid-fifties where we were blowing up islands in the South Pacific. And what makes you think nuclear energy is the power source of the future?

VIRGIL

It’s safe, clean, and economical and we’re running out of fossil fuel.

FORREST

Yeah, sure, that’s the Company’s bullshit propaganda line! It’s really none of those things.

3 MONTHS LATER

INT. COLD INSTRUMENT SHOP – MORNING

Virgil enters the cold instrument shop and put his lunchpail in McCrea’s little refrigerator.

MCCREA

Before you get too comfortable, Edgar wants to see you.

VIRGIL

Right now?

MCCREA

Yes, right now.

VIRGIL

Isn’t Edgar in charge of Unit 3.

MCCREA

You might say that.

Virgil immediately leaves and walks down the long hallway to the front office area and stops at an open door with Edgar Weeks’ name on it.

EDGAR

Ah, Mr. Prater, you’re here. Come in and take a seat. How do you like it here?

VIRGIL

Fine, sir. This job is exactly what I was wanting to do.

EDGAR

Working in the cold instrument lab?

VIRGIL

Well, no. Working at the power plant hoping to get into Unit 3.

EDGAR

I see that you’ve already spent a little time over there. How’d you like it?

VIRGIL

Just fine, sir. Just fine. That’s where I ultimately want to be someday.

EDGAR

I’m impressed with your job performance reports and what I’ve heard so I’m transferring you to the CT group as an apprentice in Unit 3.

VIRGIL

That’s fantastic news. I wasn’t sure why you wanted to see me.

EDGAR

You’ve got a lot to learn and we want you to hit the ground running. You’ll be burning a lot of mid-night oil for the next 32 months. You okay with that?

VIRGIL

Absolutely! I won’t let you down.

EDGAR

You know, I too believe nuclear energy if the panacea to our emerging energy crisis and it’s my undying mission to see to it that we’re successful here at Humboldt Bay to achieve that goal.

Virgil smiles and nods in agreement.

EDGAR

Okay, go on back to the instrument shop and McCrea will take you over to Unit 3 and formally introduce you to whoever is available.

FALL 1967

Virgil is in the radiochemistry lab performing reactor water analysis. Forrest enters.

VIRGIL

Hey there. What’s going on?

FORREST

Not much. I finished my job in the refueling building and I’m in no hurry to get back to the rad protection desk.

VIRGIL

I gotta tell you that these reactor water samples are getting hotter every day and way beyond what the RWP’s specify.

FORREST

Have you talked to Boots or Allen about it?

VIRGIL

Both! And it’s like the problem is falling on deaf ears.

FORREST

They don’t care about the exposure rates around here so long as we don’t go over our quarterly or annual limits.

Virgil continues with the analysis of his reactor water samples as they talk.

VIRGIL

I remember you saying way back when calling PGE’s claim that nuclear power is safe was pure bullshit, or something like that. If we stay under our exposure limits, what’s the problem?

FORREST

I think you and I need to do a little research outside of PGE’s shit. You up for that?

VIRGIL

Sure.

UNIVERSITY LIBRARY – NIGHT

Forrest and Virgil are busy using the card catalogues, going to the shelves, and stacking books on the table. Forrest flings his brief case on the table along side of the assembled books.

FORREST

You’d better get your note pad out and start taking notes.

Virgil responds. And the two of them start feverishly going through the books.

VIRGIL

Hey, listen to this. Here’s a professor at Columbia who says “There is no minimal or safe dose of radiation below which no injury occurs”. That my friend runs counter to PGE’s claim that our occupational limits are safe.

FORREST

Yeah, and the AEC backs them up!

They continue to scan the books moving them from one stack to the next. Suddenly Forrest pulls his copy of PGE’s Radiation Protection Training Manual out of his brief case.

FORREST

Ha, ha. You’ll love this one. This Bowman Gray School of Medicine textbook says, and I quote: “Exposure to radiation over the total body shortens the life span. This is true whether the exposures to radiation are given over short or long periods of time.” Now PGE says on page 25 of its Rad Protection Training Manual that “There is no evidence that shows that continuous low-level irradiation contributes any appreciable amount to life span shortening.

VIRGIL

Are you telling me PGE is lying to its employees?

FORREST

Yep. Here’s the most blatant lie of all. PGE says, “The body has the ability to recover and repair damaged parts. It is capable of replacing cells which are damaged by radiation in the same manner as those damaged by mechanical, heat, or chemical injuries.”

VIRGIL

That’s what I hung my hat on. You know, kinda like a sunburn that heals.

They spend more time browsing the books. Forrest shoves a book over to Virgil.

VIRGIL

What’s this?

FORREST

Go to page 46 and read it to me.

Virgil is puzzled but turns to page 46 and starts reading to himself.

FORREST

No, read it aloud to me.

VIRGIL

Okay. “One of he strangest and most perplexing aspects of radiation is its ability to leave its imprint on tissue in such a way that injury may become manifest after a long period of time known as the latent period,” Is that what you wanted me to read?

FORREST

Go on down to where it starts “The very fact …”

VIRGIL

Here it is. “The very fact that cause and effect are so widely separated in time makes it difficult to enforce strict rules about radiation safety. Frequently men who overexposure themselves develop a cavalier ‘I can take it’ attitude, based upon the lack of immediate ill effects, only to learn years later that they were not immune to damage.” I’ve got the feeling you’ve already perused these books.

Forrest smiles

VIRGIL

These revelations changes everything.

[Bob Rowen]

Bob Rowen’s Turning Point 1 Scenes

What I learned doing this assignment is how important it is to apply the 20% axiom so I can keep moving forward.

Opening scene introducing Forrest, supporting character

BEGINNING: Forrest Williams enters and is introduced to Virgil

MIDDLE: Forrest discusses what he’s heard about Virgil (ex-military, wants to get into the nuclear unit, and nuclear energy is safe)

END: Forrest tells Virgil nuclear energy is not safe, clean, or economical

COLD INSTRUMENT SHOP – LUNCHTIME

Their conversation is interrupted, as the Unit 1 door swings open with a bang.

MCCREA

Virgil, I’d like for you to meet FORREST WILLIAMS (early 30s). You two guys have a lot in common.

FORREST

How so?

MCCREA

You’re both ex-military and you both want to get into the nuclear unit.

FORREST

Only because that’s going to get me a bigger paycheck. So what’s your story, Virgil?

VIRGIL

I believe nuclear energy is the power source of the future and I want to get in on the ground floor of it.

FORREST

What branch of service were you in?

VIRGIL

Marines. How about you?

FORREST

Navy. I was on a sea rescue tug in the Pacific Proving Grounds during the mid-fifties where we were blowing up islands in the South Pacific. And what makes you think nuclear energy is the power source of the future?

VIRGIL

It’s safe, clean, and economical and we’re running out of fossil fuel.

FORREST

Yeah, sure, that’s the Company’s bullshit propaganda line! It’s actually none of those things.

OUTLINE OF ACT 1 TURNING POINT.

BEGINNING: Forrest accompanies Virgil to University library to research biological effects of radiation exposure.

MIDDLE: Forrest compares what PGE has claimed in the Company’s radiation protection training manual to their research findings.

END: Virgil realizes the Company and the AEC are lying to the employees and plans to do something about it.

WRITE ACT 1 TURNING POINT

UNIVERSITY LIBRARY – NIGHT

Forrest and Virgil are busy using the card catalogues, going to the shelves, and stacking books on the table. Forrest flings his brief case on the table along side of the assembled books.

FORREST

You’d better get your note pad out and start taking notes.

Virgil responds. And the two of them start feverishly going through the books.

VIRGIL

Hey, listen to this. Here’s a professor at Columbia who says, “There is no minimal or safe dose of radiation below which no injury occurs”. That my friend runs counter to PGE’s claim that our occupational limits are safe.

FORREST

Yeah, and the AEC backs them up!

They continue to scan the books moving them from one stack to the next. Suddenly Forrest pulls his copy of PGE’s Radiation Protection Training Manual out of his brief case.

FORREST (CONT’D)

Ha, ha. You’ll love this one. This Bowman Gray School of Medicine textbook says, and I quote: “Exposure to radiation over the total body shortens the life span. This is true whether the exposures to radiation are given over short or long periods of time.” Now PGE says on page 25 of its Rad Protection Training Manual that “There is no evidence that shows that continuous low-level irradiation contributes any appreciable amount to life span shortening.

VIRGIL

Are you telling me PGE is lying to its employees?

FORREST

Yep. Here’s the most blatant lie of all. PGE says, “The body has the ability to recover and repair damaged parts. It is capable of replacing cells which are damaged by radiation in the same manner as those damaged by mechanical, heat, or chemical injuries.”

They spend more time browsing the books. Forrest shoves a book over to Virgil.

VIRGIL

What’s this?

FORREST

Go to page 46 and read it to me.

Virgil is puzzled but turns to page 46 and starts reading to himself.

FORREST (CONT’D)

Read it to me.

VIRGIL

Okay. “One of he strangest and most perplexing aspects of radiation is its ability to leave its imprint on tissue in such a way that injury may become manifest after a long period of time known as the latent period,” Is that what you wanted me to read?

FORREST

Go on down to where it starts “The very fact…”

VIRGIL

Here it is. “The very fact that cause and effect are so widely separated in time makes it difficult to enforce strict rules about radiation safety. Frequently men who overexposure themselves develop a cavalier ‘I can take it’ attitude, based upon the lack of immediate ill effects, only to learn years later that they were not immune to damage.” I’ve got the feeling you’ve already perused these books.

Forrest smiles

VIRGIL (CONT’D)

These revelations changes everything.

[Bob Rowen]

Bob Rowen’s Inciting Incident

What I learned doing this assignment is how to put the pieces of my story together using the beat sheet, outlining, inserting the inciting incident and the reaction to it. And to accept a 20% quality draft as I’m moving forward!

Opening scenes introducing Virgil, Protagonist

EXT. PGE MAIN EUREKA OFFICE – MORNING

VIRGIL PRATER (mid-20s) stands in front of the PGE building gazing at the Reddy Kilowatt logo, shrugs his shoulders then enters.

INT. PGE OFFICE RECEPTION AREA – CONTINUOUS

VIRGIL

I’m looking for the personnel office.

RECEPTIONIST

Down the hallway, second door on the left.

VIRGIL

Thank you.

INT. PGE PERSONNEL OFFICE – CONTINUOUS

SECRETARY

Can I help you?

VIRGIL

Yes, Ma’am. I’d like to fill out an application for work.

SECRETARY

We don’t have any openings right now.

VIRGIL

That’s what I’ve heard but I would still like to fill out an application so you’d have it on file should something come open.

SECRETARY

Well, okay.

The secretary hands Virgil an application and he starts filling it out as he stands at the counter.

VIRGIL

I’m finished with this. Now I’d appreciate the opportunity to take the pre-employment test.

SECRETARY

Like I said, we don’t have any openings right now.

VIRGIL

I know but I’d still like to –

The personnel manager enters.

SECRETARY

(interrupts)

This gentleman has completed an completed an application and now he wants to take a pre-employment test. I’ve already told him we don’t have openings.

The personnel manager picks up Virgil’s application and glances at it.

PERSONAL MANAGER

Ex-military?

VIRGIL

Yes, Sir.

The personnel manager looks at his watch.

PERSONAL MANAGER

Why not? Come on into my office.

Virgil follows behind the manager who is still reading over Virgil’s application.

INT. PERSONNEL MANAGER’S OFFICE -CONTINUOUS

PERSONAL MANAGER

Ex-Marine?

VIRGIL

Former Marine. Yes, Sir.

PERSONAL MANAGER

Oh, that’s right. Once a Marine, always a Marine.

Virgil smiled and nodded his agreement.

PERSONAL MANAGER (CONT’D)

Let’s get started with your test. There’s a short essay section, lots of math, and a pattern analysis section. Some portions of it are timed. And there is a dexterity test at the end of it.

PERSONAL MANAGER (CONT’D)

You ready? Need to use the rest room first?

VIRGIL

No, Sir.

Virgil finishes the test. While the personnel manager scores it, Virgil views the pictures and plaques on the walls.

PERSONAL MANAGER

You did extremely well on all the tests. In fact the best I’ve seen. Where to you see yourself in five years?

Virgil points to an artist rendering of the atomic plant under construction hanging on the wall behind the manager.

VIRGIL

Right there!

PERSONAL MANAGER

Why there, if I may ask?

VIRGIL

Because I believe nuclear power is the panacea to the emerging energy crisis.

PERSONAL MANAGER

Tell you what. Why don’t you go to lunch, I’ve got a couple of calls to make, and we can get back together, let’s say at 2 this afternoon.

VIRGIL

Sounds good. I’ll be back and on time.

INT. PERSONNEL OFFICE – AFTERNOON

Virgil enters the personnel office and the secretary motions for him to go directly into the manager’s office.

SECRETARY

He’s expecting you.

PERSONAL MANAGER

How was lunch?

VIRGIL

Great.

PERSONAL MANAGER

Take a seat. We’ve got some things to talk about.

Virgil sits down at the conference table in front of the manager’s desk.

PERSONAL MANAGER (CONT’D)

Are you willing to start at the bottom of the ole proverbial food chain?

VIRGIL

Yes, Sir.

PERSONAL MANAGER

You know we don’t have any openings at the present time but I can get you into the line department as a laborer until something more suitable comes available. You game for that?

VIRGIL

Yes, Sir.

PERSONAL MANAGER

All new employees have a six months probationary period before they become permanent. You okay with that?

VIRGIL

Yes, Sir.

PERSONAL MANAGER

When can you start?

VIRGIL

I need to give my current employer two weeks notice. Any time after that.

PERSONAL MANAGER

Okay.

1. OUTLINE KEY SCENES 2 (Inciting Incident) & 3 (Reaction to it) for Act 1.

Key Scene 2 Outline

BEGINNING – Virgil informs Kathryn he’s been offered a position in the fossil fuel units of PGE’s Humboldt Bay Power Plant.

MIDDLE – Kathryn asks Virgil if he’d ever end up working in the nuclear unit around radiation.

END – Virgil responds that’s exactly what he wants to do.

Key Scene 3 Outline

BEGINNING – Kathryn is opposed to Virgil accepting the job offer at the power plant.

MIDDLE – They argue about the safety of working in the nuclear unit.

END – Virgil’s stubbornness strains their marriage.

2. SCENE FOR THE INCITING INCIDENT:

INT BEDROOM – NIGHT

While lying in bed, Virgil shares his exciting news with Kathryn. He’s been offered a position in the fossil fuel units of the power plant. Kathryn wants to know if Virgil will ever have anything to do with the nuclear unit. Virgil casually says probably. Kathryn expresses her strong opposition to Virgil accepting the job offer. Virgil makes clear that working in the nuclear energy field is what he’s always wanted because it would be a career opportunity of a lifetime. Kathryn storms out of the bedroom.

3. SCENE FOR REACTING TO INCITING INCIDENT:

INT. LIVING ROOM – NIGHT

Virgil enters the living room and wants to know why Kathryn left the bedroom. Kathryn reminds Virgil of their marital pact never to take an argument to bed. Virgil agrees and suggests they discuss her concerns with his job offer. Kathryn feels working in a nuclear facility is too dangerous because of exposure to radiation. Virgil assures her that he has had ABC Warfare training in the Marines, knows how to work safely around radiation, and that PGE’s nuclear plant is carefully regulated by the Atomic Energy Commission. Kathryn points to Virgil’s stubbornness and says, “You’re so damn stubborn! I disagree with you because I know you’re wrong!” Virgil promises Kathryn that if he gets to work in the nuclear unit and it becomes a dangerous place to work, he’ll flat-out quit.

[Bob Rowen]

Bob Rowen’s Act 1: Opening Scenes

What I learned doing this assignment is a really neat way to draft introductions to my characters (What I’m working on is having my protagonist and antagonist in the beginning of the story both believing nuclear power is the future only to have them in total and complete disagreement at the end)

Simple outlines for the following character introductions

Opening scene introducing Virgil, Protagonist:

INT. PERSONNEL MANAGER’S OFFICE – DAY

BEGINNING: The personnel office secretary tells Virgil there currently are no job openings.

MIDDLE: Virgil insists on completing an application, does so, and then asks the secretary to take the pre-employment test. The frustrated secretary once again says there are no openings. Virgil continues to be insistent.

END: The personnel manager enters, takes a quick look at Virgil’s application, decides to have Virgil take the pre-employment test, asks Virgil where he sees himself in five years, and is impressed with Virgil’s response that nuclear power in the energy source of the future. The personnel manager is able to get Virgil a position in the line department at the very bottom of the food chain.

Opening scene introducing Edgar, Antagonist:

INT. EDGAR’S OFFICE – MORNING

BEGINNING: Edgar notifies Virgil he’s being transferred to the nuclear unit as an apprentice nuclear control technician.

MIDDLE: Edgar reflects on Virgil’s favorable performance reports he has received from the Instrument Repair Foreman. The two of them seem to hit it off.

END: Edgar tells Virgil that he, too, strongly believes nuclear power is the panacea to the immerging energy crisis and with a gritty smile, says it’s his undying mission to make it happen.

Opening scene introducing Kathryn, supporting character:

INT. BEDROOM – NIGHT

BEGINNING: Virgil’s wife, Kathryn, knows he desires to work in the nuclear Unit 3; and is planning to use the current job offer, apprentice instrument repairman position for Units 1 and 2, as a steppingstone to get into Unit 3.

MIDDLE: Kathryn is opposed to Virgil accepting the current job offer at the power plant because she believes it will get Virgil to Unit 3, which she feels is too dangerous a place to work. They argue.

END: Because Virgil remains steadfast in wanting to accept the current job offer; it puts Kathryn at odds with Virgil.

Opening scene introducing Forrest, supporting character:

INT. UNITS 1 AND 2 COLD INSTRUMENT SHOP – MORNING

BEGINNING: Virgil meets Forrest Williams, who once served on a U.S. Navy sea rescue tug in the South Pacific during America’s atomic bomb testing during the 50s.

MIDDLE: Forrest has worked in the power plant since day one of the nuclear unit’s start up.

END: Forrest tells Virgil he believes nuclear power is not safe, clean, or economical which leaves Virgil befuddled and in total disagreement.

[Bob Rowen]

Bob Rowen’s Beat Sheet Draft 2

What I learned doing this assignment is how nicely the pieces of the story are coming together as a result of this process. Looking forward to the next assignment

MY BEAT SHEET DRAFT 2

Pass 1: Interweave theme throughout the beat sheet.

Pass 2: Build in the Antagonist Journey.

Theme of Story: PGE and the AEC falsely claim nuclear power is safe, clean, and economical; and that there is some safe amount of exposure to ionizing radiation that justifies the established occupational limits.

Storyline for Edgar, Antagonist:

· As the man in charge of PGE’s nuclear task force, Edgar and his managerial cohort claim nuclear energy is safe, clean, and economical.

· Edgar incorporates lies into the Company’s Radiation Protection Training Manual designed to convince employees that exposure to small amounts of ionizing radiation exposure is harmless.

· For mysterious reasons, Edgar changes his tune one month after he fires Virgil and Forrest.

· Edgar succumbs to cancer ostensibly due to his repetitive exposure to ionizing radiation.

Storyline for Kathryn, Supporting Character:

· Kathryn originally at odds with Virgil’s decision to seek employment at the nuclear plant winds up proud of him for publicly exposing what happened there.

Storyline for Forrest, Supporting Character:

· Forrest remains resolute in convincing Virgil nuclear power is not safe, clean, or economical.

ACT 1:

INT. PERSONNEL MANAGER’S OFFICE – DAY

OPENING: Virgil applies for employment with PGE and convinces the personnel manager that he believes nuclear energy is the power source of the future and thus gains the admiration of the personnel manager. Virgil is hired and goes to work in the line department because the nuclear unit is still under construction.

INT. BEDROOM – NIGHT

INCITING INCIDENT: Two years later, Virgil is offered an apprentice instrument repairman position in the fossil fuel Units 1 and 2 of the Humboldt Bay Power Plant. The nuclear unit started up for the first time four months earlier. Virgil’s wife, KATHRYN, knows Virgil ultimately wants to join the nuclear workforce of Unit 3 and, therefore, is very much opposed to Virgil accepting the position at the Humboldt Bay Power Plant. She feels working there is too dangerous. Virgil tells Kathryn it’s absolutely safe and takes the job putting him at odds with Kathryn.

INT. UNITS 1 AND 2 COLD INSTRUMENT SHOP – MORNING

TE 1: Virgil meets FORREST WILLIAMS, a shift helper in the nuclear unit, who tells Virgil nuclear power really isn’t the power source of the future. Virgil strongly disagrees with Forrest!

INT. KITCHEN – EVENING

INCITING INCIDENT: Virgil’s wife, Kathryn, agrees with Forrest and feels Virgil should not have taken the job. They argue. Virgil ignores Kathryn and it strains their marriage.

INT. EDGAR’S OFFICE – MORNING

TE 2: Virgil is notified by EDGAR WEEKS, the plant’s nuclear engineer, that he is being transferred to the nuclear unit as an apprentice nuclear control technician. Virgil’s tenacious effort to get into the nuclear workforce finally pays off.

ACT 2:

INT. CHEM LAB – AFTERNOON

Forrest congratulates Virgil on his promotion. They revisit Forrest’s claim that nuclear isn’t safe and Virgil is challenged to do his own research on the biological effects of exposure to ionizing radiation and compare his findings to claims made in PGE’s Rad Protection Manual.

INT. UNIVERSITY LIBRARY – NIGHT

Virgil researches the biological effects of radiation exposure.

INT. UNIT 3 RADIATION PROTECTION DESK – DAY

Virgil presents his findings to Edgar. He argues the Company should do everything possible to keep radiation exposure to an absolute minimum. Virgil is rebuffed by almost all of the power plant employees and is threatened by Edgar.

INCITING INCIDENT: Virgil is now confronted with the Company’s systematic and philosophical disregard for radiation safety.

INT. COLD MACHINESHOP – MORNING

Virgil discovers radioactively contaminated scrap iron was intentionally sold to an unsuspecting scrap iron dealer and plant management covers up the incident after Virgil unveils what happened.

INT. UNIT 3 COUNTING ROOM – AFTERNOON

Virgil is ordered to sign false shipping documents for a highly contaminated spent fuel-shipping cask.

INT. UNDER THE REACTOR AT MINUS 66 – MORNING

Virgil, along with another employee, is drenched with reactor water and reactor crud while working under the reactor flushing in-cores. The serious radiation accident requires major decontamination protocols.

INT. EDGAR’S OFFICE – MORNING

The plant’s nuclear engineer dismisses the contamination as just a nuisance.

INT. LAZIO’S SEAFOOD RESTAURANT – NIGHT

TE 3: Virgil admits to Kathryn she was correct about the plant but explains he has too much invested in becoming a nuclear control technician to do anything now but try to change the Company’s approach to radiation safety in order to not only protect the employees but also the general public.

EXT. HARRIS AND K MARKET – LATE AFTERNOON

INCITING INCIDENT: Virgil becomes embroiled as a witness in a police brutality incident.

TE 4: The forces working against Virgil’s efforts get ugly. Virgil digs in his heels.

PLACEHOLDER: Provide examples of what happens to Virgil and his family.

ACT 3:

PLACEHOLDER: How does Virgil become aware that PGE’s Humboldt Nuke is now the dirtiest nuclear plant in the Country?

EXT. DEMPSTY DUMPSTER – MORNING

Virgil rummages through garbage bin looking for certain information and finds a whole lot more than what he expected.

INT./EXT. VARIOUS LOCATIONS – DAY/NIGHT

PLACEHOLDER: Virgil decides to document PGE’s numerous violations of radiation safety.

INT. REACTOR CONTROL ROOM – AFTERNOON

Virgil discovers extremely hot particles management later claims are simply Chinese fallout from atomic bomb testing in China.

INT. EDGAR’S OFFICE – MORNING

Virgil locks horns with the Nuclear Plant Engineer over the removal of the key air sample monitor at the South Bay Elementary School 400 yards downwind from the nuclear facility.

INT. ASSEMBLY BUILDING – MORNING

Virgil and Forrest present their concerns at an official PGE safety meeting. The Company responds by firing both of them and making them national security risks in a secret law enforcement document provided to the FBI.

INT. ASSEMBLY BUILDING – MORNING

One month later Edgar makes a presentation about the health hazards of exposure to ionizing radiation that closely resembles what Virgil and Forrest had said.

INT. COURTROOM – DAY

Virgil testifies against the local police about the Harris and K police brutality incident.

INT. UNIVERSITY STUDENT LOUNGE – AFTERNOON

Deputy JERRY HOTT makes Virgil aware of a secret police document that designed to make Virgil and Forrest, along with two other CTs, national security risks.

ACT 4:

INT. DR. KASUN’S OFFICE – DAY

Virgil is advised by one of his University professors to protect himself is to go public as quickly and in as many different ways as possible.

INT. HEARING ROOM – DAY

Virgil prevails in his California Unemployment Appeals Board Hearing.

INT. GRAND JURY ROOM – DAY

Virgil testifies before the grand jury exposing the Atomic Energy Commission’s mishandling of PGE’s numerous violations of radiation safety and their cover-ups.

INT. NORTHTOWN BOOKSTORE – NIGHT

PLACEHOLDER: 30 years later Virgil learns from one attendee during his book-signing event that several employees, including Edgar and Warren Raymond, died of cancer. LONI, another book signing attendee who grew up at King Salmon and attended South Bay Elementary School, said many of his childhood friends have died of cancer.

[Bob Rowen]

Bob Rowen’s 4 High Speed Beat Sheet

What I learned doing this assignment is a process of sorting out my thoughts in a systematic way. I can now see the light at the end of my scriptwriting tunnel. Looking forward to the next lesson!

MY BEAT SHEET

Pass 1: Structure and TEs

Pass 2: Add Slug Lines

Pass 3: Add Placeholders and Additional Scenes

ACT 1:

INT. PERSONNEL MANAGER’S OFFICE – DAY

OPENING: Virgil applies for employment with PGE and convinces the personnel manager that he believes nuclear energy is the power source of the future and thus gains the admiration of the personnel manager. Virgil is hired and goes to work in the line department because the nuclear unit is still under construction.

INT. BEDROOM – NIGHT

INCITING INCIDENT: Two years later, Virgil is offered an apprentice instrument repairman position in the fossil fuel Units 1 and 2 of the Humboldt Bay Power Plant. The nuclear unit started up for the first time four months earlier. Virgil’s wife, KATHRYN, knows Virgil ultimately wants to join the nuclear workforce of Unit 3 and, therefore, is very much opposed to Virgil accepting the position at the Humboldt Bay Power Plant. She feels working there is too dangerous. Virgil tells Kathryn it’s absolutely safe and takes the job putting him at odds with Kathryn.

INT. COLD INSTRUMENT SHOP – MORNING

TE 1: Virgil meets FORREST WILLIAMS, a shift helper in the nuclear unit, who tells Virgil nuclear power really isn’t the power source of the future. Virgil strongly disagrees with Forrest!

INT. KITCHEN – EVENING

INCITING INCIDENT: Virgil’s wife, Kathryn, agrees with Forrest and feels Virgil should not have taken the job. They argue. Virgil ignores Kathryn and it strains their marriage.

INT. EDGAR’S OFFICE – MORNING

TE 2: Virgil is notified by EDGAR WEEKS, the plant’s nuclear engineer, that he is being transferred to the nuclear unit as an apprentice nuclear control technician. Virgil’s tenacious effort to get into the nuclear workforce finally pays off.

ACT 2:

INT. UNIVERSITY LIBRARY – NIGHT

Virgil researches the biological effects of radiation exposure and presents his findings to plant management and the employees; he argues the Company should do everything possible to keep radiation exposure to an absolute minimum. Virgil is rebuffed by almost all of the power plant employees and is threatened by Edgar.

INCITING INCIDENT: Virgil is now confronted with the Company’s systematic and philosophical disregard for radiation safety.

INT. COLD MACHINESHOP – MORNING

Virgil discovers radioactively contaminated scrap iron was intentionally sold to an unsuspecting scrap iron dealer and plant management covers up the incident after Virgil unveils what happened.

INT. UNIT 3 COUNTING ROOM – AFTERNOON

Virgil is ordered to sign false shipping documents for a highly contaminated spent fuel-shipping cask.

INT. UNDER THE REACTOR AT MINUS 66 – MORNING

Virgil, along with another employee, is drenched with reactor water and reactor crud while working under the reactor flushing in-cores. The serious radiation accident requires major decontamination protocols but the plant’s nuclear engineer dismisses the contamination as just a nuisance.

INT. LAZIO’S SEAFOOD RESTAURANT – NIGHT

TE 3: Virgil now admits to Kathryn she was correct but explains he has too much invested in becoming a nuclear control technician to do anything but now try to change the Company’s approach to radiation safety in order to not only protect the employees but also the general public.

EXT. HARRIS AND K MARKET – LATE AFTERNOON

INCITING INCIDENT: Virgil becomes embroiled as a witness in a police brutality incident.

TE 4: The forces working against Virgil’s efforts get ugly. Virgil digs in his heels.

PLACEHOLDER: Provide examples of what happens to Virgil and his family.

ACT 3:

PLACEHOLDER: How does Virgil become aware that PGE’s Humboldt Nuke is now the dirtiest nuclear plant in the Country?

EXT. DEMPSTY DUMPSTER – MORNING

Virgil rummages through garbage bin looking for certain information and finds a whole lot more than what he expected.

INT./EXT. VARIOUS LOCATIONS – DAY/NIGHT

PLACEHOLDER: Virgil decides to document PGE’s numerous violations of radiation safety.

INT. REACTOR CONTROL ROOM – AFTERNOON

Virgil discovers extremely hot particles management later claims are simply Chinese fallout from atomic bomb testing in China.

INT. EDGAR’S OFFICE – MORNING

Virgil locks horns with the Nuclear Plant Engineer over the removal of the key air sample monitor at the elementary school downwind from the nuclear facility.

INT. ASSEMBLY ROOM – MORNING

Virgil and Forrest present their concerns at an official PGE safety meeting. The Company responds by firing both of them and making them national security risks in a secret law enforcement document provided to the FBI.

INT. COURTROOM – DAY

Virgil testifies against the local police about the Harris and K police brutality incident.

INT. UNIVERSITY STUDENT LOUNGE – AFTERNOON

Deputy JERRY HOTT makes Virgil aware of a secret police document that designed to make Virgil and Forrest, along with two other CTs, national security risks.

ACT 4:

INT. DR. KASUN’S OFFICE – DAY

Virgil is advised by one of his University professors to protect himself is to go public as quickly and in as many different ways as possible.

INT. HEARING ROOM – DAY

Virgil prevails in his California Unemployment Appeals Board Hearing.

INT. GRAND JURY ROOM – DAY

Virgil testifies before the grand jury exposing the Atomic Energy Commission’s mishandling of PGE’s numerous violations of radiation safety and their cover-ups.

[Bob Rowen]

Bob Rowen’s Transformational Events

What I learned doing this assignment is a way of organizing my thoughts regarding the role of my protagonist and some possible ways to structure the storyline.

Character Arc:

· Virgil goes from being naïve and trusting to aware and confrontational

· Virgil goes from believing nuclear power is safe, clean, and economical to realizing it isn’t and becomes a whistleblower.

Old Ways:

· Virgil has blind faith in the Powers That Be (government and corporate America)

· Virgil is naïve to the willingness of the Powers That Be to engage in Machiavellian behavior

· Virgil is a black and white thinker

· Virgil is a headstrong, patriotic former Marine trapped in his own mindset

· Virgil believes PGE’s Big Lie that nuclear power is safe, clean, and economical

New Ways:

· Virgil does not trust of the Powers That Be

· Virgil views the world for the shades of grey that make it up

· Virgil he is aware of corporate and political self-serving motives

· Virgil recognizes that people are willing to do anything to get ahead

· Virgil sheds his old way of viewing the world and confronts the Powers That Be

List of 6-8 changes or steps Virgil goes through from who he was in the beginning to who he is now:

· Virgil goes from believing nuclear power is safe, clean, and economical to realizing none of this is true

· Virgil goes from rejecting Forrest’s view of nuclear power to accepting it

· Virgil goes from being arbitrary to a willingness to consider other points of view

· Virgil goes from having a patriotic belief in government’s role of doing the right thing to realizing this often isn’t true

· Virgil goes from believing PGE is trustworthy to completely rejecting that notion

· Virgil goes from trusting his fellow workers to realizing most of them cannot be relied upon

· Virgil goes from outright discounting Kathryn’s concerns to a willingness of considering them

Sequence the steps from easiest to most difficult for the journey that Virgil takes:

1. Virgil goes from rejecting Forrest’s view to accepting it

2. Virgil goes from outright discounting Kathryn’s concerns to a genuine willingness of considering them

3. Virgil goes from believing PGE is trustworthy to completely rejecting that notion

4. Virgil goes from trusting his fellow workers to realizing most of them cannot be relied upon

5. Virgil goes from having a patriotic belief in government’s role of doing the right thing to realizing this often isn’t true

6. Virgil goes from believing nuclear power is safe, clean, and economical to realizing none of this is true

Brainstorm dramatic events or tests that could cause those changes for Virgil and add these transformational events to my four act structure:

Act 1

• Virgil finds blatant lies in PGE’s radiation protection training manual that supports Forrest’s conclusions
• Virgil is called out to the nuclear plant in the middle of the night and witnesses and illegal shipment of nuclear waste
• After much heated arguments regarding numerous plant issues, Kathryn changes Virgil’s view of nuclear energy’s future

Act 2

• Virgil discovers radioactively contaminated scrap iron was intentionally sold to a scrap iron dealer and is covered up after Virgil’s discovery of what happened
• Virgil is ordered to sign false shipping documents for a highly contaminated spent fuel shipping cask
• Virgil and another employee is drenched with reactor water and reactor crud while working under the reactor flushing in-cores

Act 3

• Virgil becomes embroiled as a witness in a police brutality incident
• Virgil discovers extremely hot particles management claims is from Chinese fallout from atomic bomb testing
• Virgil locks horns with the Nuclear Plant Engineer over the removal of the key air sample monitor at the elementary school downwind from the nuclear facility

Act 4

• Virgil discovers a false police report designed to make him a national security risk that has a connection to the police brutality incident
• Virgil testifies before the grand jury exposing the Atomic Energy Commission’s mishandling of PGE’s numerous violations of radiation safety and their cover-ups.

[Bob Rowen]

Bob Rowen’s 4 Act Transformational Structure

What I learned doing this assignment is a process for drafting a storyline framework.

Give us the following:

• Concept – A nuclear control technician, Virgil Prater, publicly reveals the nuclear industry’s betrayal of the public trust. However, whistleblowing can be a treacherous enterprise.
• Main Conflict – Virgil goes from being naïve and trusting to aware and confrontational. He goes from believing nuclear power is a panacea to the emerging crisis to becoming a whistleblower.
• Old Ways – Virgil has blind faith in the Powers That Be (government and corporate America}; he is a black and white thinker, a headstrong patriotic former Marine, and believes PGE’s Big Lie that nuclear power is safe, clean, and economical.
• New Ways – Virgil is no longer trusting of the Powers That Be; he now views the world for the many shades of grey that make it up; he is aware of corporate and political self-serving motives, recognizes what people are willing to do to get ahead, drastically changed his Marine Corps way of viewing the world, and is now willing to confront the POWERS THAT BE.

Fill in each of these with the answers you have right now:

Act 1:

• Opening – Virgil convinces PGE’s personnel manager that he believes nuclear energy is the power source of the future it. After serving two years in the line department, Virgil accepts an apprentice instrument repairman position at the Humboldt Bay Power Plant. There he meets Forrest Williams who tells Virgil that nuclear power really isn’t the power source of the future. Virgil disagrees. Virgil’s wife, Kathryn, agrees with Forrest and feels Virgil should forget about working in the nuclear unit. Virgil ignores Kathryn.
• Inciting Incident – Virgil is accepted into the nuclear unit workforce as an apprentice nuclear control technician. His tenacious effort to get into the nuclear workforce finally pays off.
• Turning Point – Virgil becomes a journeyman nuclear control tech. He is now confronted with the Company’s systematic and philosophical disregard for radiation safety.

Act 2:

• Reaction – Virgil now has too much invested in becoming a nuclear control technician to do anything but try and change the Company’s radiation protection philosophy.
• The Plan – Virgil researches the biological effects of radiation exposure and presents his findings to plant management and the employees.
• Midpoint Turning Point – The forces working against Virgil’s efforts get ugly.

Act 3:

• Rethink everything – PGE’s Humboldt Nuke becomes the dirtiest nuclear plant in the Country; Virgil decides to document PGE’s numerous violations of radiation safety.
• Turning Point: Huge failure / Major shift – Virgil and Forrest present their concerns at an official PGE safety meeting. The Company responds by firing both of them and making them national security risks in a secret law enforcement document provided to the FBI.

Act 4:

• Climax / Ultimate expression of the conflict – Virgil is advised by one of his University professors to go public as quickly and in as many different ways as possible.
• Resolution – Virgil prevails in a California Unemployment Appeals Board Hearing and testifies before the grand jury.

[Bob Rowen]

Bob Rowen’s Character Interviews

What I learned doing this assignment is a process of drawing out details about my lead characters I hadn’t though of.

Role of the Protagonist: FIGHTER. The Protagonist confronts the government (AEC) and corporate America (PGE) regarding the failed and dangerous Humboldt Bay Nuclear Power Plant. He goes public with what he knows putting himself and his family at risk.

Role of the Antagonist: AUTHORITY. The Antagonist does whatever it takes to promote and protect Humboldt Bay’s nuclear technology. He threatens the Protagonist and bad things happen.

LEAD CHARACTER INTERVIEWS:

Questions for VIRGIL PRATER(late 20s) the PROTAGONIST

1. Tell me about yourself. I grew up in a dysfunctional family during the WW II years and wound up with a speech impediment prior to entering elementary school. I became the target of bullying, which started at home with my dad constantly putting me down. I developed an aversion for bullies and found myself taking on all of them in high school regardless of their target. I unsuccessfully ran away from home twice before leaving home permanently days before my seventeenth birthday to enter the Marines. The Marine Corps became my first real family that provided me an opportunity to achieve whatever I was capable of. During my time in the Marines, I developed a strong commitment to truth, honor, and duty.
2. Why do you think you were called to this journey? Why you? I think it was probably largely because of the personal influences of those I served with in the Marines. This was clearly during my formative years and it was especially Gunny Howard, in a somewhat limited way, and later Gunny Stacy who had the greatest impact on me. They instilled in me a sense of duty to always question and then do the right thing, which sort of ran counter to basic Marine Corps philosophy.
3. [Those] you are up against. What is it about them that make this journey even more difficult for you? After determining PGE and the AEC were lying to the nuclear workforce and then witnessing PGE’s numerous violations of radiation safety standards and their cover-ups, I confronted management only to learn that the majority of the workforce viewed me as a troublemaker placing their livelihoods in jeopardy.
4. In order to survive or accomplish this, you are going to have to step way outside of your box. What changes do you expect to make and which of them will be the most difficult? Since going directly to my first-line supervisors with my safety concerns followed by my second-line supervisor all of which produced no positive results, I’m going to publicly confront management with the radiation safety issues at an official PGE safety meeting, which I was previous advised never to do again.
5. What habits or ways of thinking do you think will be the most difficult to let go of? At first it was my initial belief that nuclear power was the panacea to our emerging energy crisis. Getting rid of that belief was a bitter pill to shallow. Now I’m faced with the backlash of nuclear employees more concerned with their livelihoods than radiation safety.
6. What fears, insecurities and wounds have held you back? My early desire not to rock the boat too much so I could finish my training program to become a nuclear control technician.
7. What skills, background or expertise makes you well suited to face this conflict or antagonist? I was trained in ABC Warfare while serving in the Marines. My ABC training included the biological effects of radiation exposure, which put me at odds with what PGE is telling the nuclear employees.
8. What are you hiding from the other characters? What don’t you want them to know? I don’t want them or anyone else to learn that I remained totally silent about a fatality that should never have happened while serving in the Marines thus leaving me with a boatload of guilt.
9. What do you think of [pro-nuclear power folks]? They are ignorant and too damn lazy to engage in independent research and critical thinking.
10. Tell me your side of this whole conflict / story. I eventually came to realize America’s nuclear industry was advancing the Big Lie that nuclear power was safe, clean, and economical. I also learned the Powers that Be were willing to do whatever was necessary to protect themselves from anyone willing to confront the Big Lie and to expose it for what truly is.
11. What does it do for your life if you succeed here?It’s not so much what my efforts would do for me but rather what they would do for others if I succeed. For me it’s just knowing that I tried to make a difference by doing the right thing.
12. Ask any other questions about their character profile that will help you. I’ll leave this item for further consideration.

Questions for EDGAR WEEKS(mid 40s) the ANTAGONIST

1. Tell me about yourself. I grew up in a conservative, middle-income family. My dad was an engineer and I followed in his footsteps. Following my service in the Air Force, I obtained a degree in Electrical Engineering from the University of California. After I graduated from the University, I obtained a management position with PGE in a fossil fuel generation facility. Then an opportunity of a lifetime presented itself when PGE asked me if I would like to undergo training for the nuclear engineer position at the Humboldt Bay Nuclear Plant under construction. I jumped at the opportunity and I’ve never looked back. The Humboldt Nuke received AEC License No. 7 and was the first commercial boiling water reactor west of the Mississippi. I promised corporate headquarters that I would do everything possible to make Humboldt Bay a success.
2. Having to do with this journey, what are your strengths and weaknesses? I am totally committed to PGE’s goal of going nuclear. I’m proud to say that I am a hardworking company man and willing to do whatever the Company asks of me. As far a possible weakness, I’ve been told I’m not much of a people person when having to deal with those I disagree with.
3. Why are you committed to making the Protagonist fail? Or for a relationship movie, why are you committed to making them change? The Protagonist is dead set on causing trouble and shutting down the Humboldt Bay Nuke. I’m not going to let him continue with his harassment of the Company and putting fear in the minds of the employees.
4. What do you get out of winning this fight / succeeding in your plan / taking down your competition? Actually, the sky’s the limit if Humboldt Bay is successful and PGE builds more nuclear plants.
5. What drives you toward your mission / agenda, even in the face of danger, ruin, or death? My desire to make the Humboldt Bay Nuclear Plant a success. And it looks as though I’m going to have to get rid of the Protagonist and a couple of others in order achieve my goal.
6. What secrets must you keep to succeed? What other secrets do you keep out of fear / insecurity? The lies PGE’s Nuclear Task Force, that I was part of, put into the Company’s Radiation Protection Training Manual. Also the various radiation releases to an unsuspecting public.
7. Compared to other people like you, what makes you special? Cunning, cleaver, and well connected to PGE’s corporate headquarters.
8. What do you think of? The day<b style=”font-family: inherit; font-size: inherit;”>I will become Superintendent of one of PGE larger nuclear plants now on the drawing board.
9. Tell me your side of this whole conflict / story. The Protagonist is constantly finding fault with everything we’re doing here at Humboldt Bay. He is trying his best to shut down Humboldt Bay. I will see to it that he will not succeed.

• This reply was modified 3 years, 3 months ago by  Bob Rowen.

[Bob Rowen]

Bob Rowen’s Character Profiles Part 2

What I learned doing this assignment is how to fully develop two of my lead characters.

Role of the Protagonist: FIGHTER. The Protagonist confronts the government (AEC) and corporate America (PGE) regarding the failed and dangerous Humboldt Bay Nuclear Power Plant. He goes public with what he knows putting himself and his family at risk.

Role of the Antagonist: AUTHORITY. The Antagonist does whatever it takes to promote and protect Humboldt Bay’s nuclear technology. He threatens the Protagonist and bad things happen.

Fill in Part 2 of the character Profile for your two lead characters.

LEAD CHARACTER PROFILES:

VIRGIL PRATER (late 20s) PROTAGONIST (Part 1). He is a courageous former Marine and a black and white thinker. Virgil initially believed PGE’s Big Lie (supported by the government) that nuclear power is safe, clean, and economical. After becoming a nuclear control technician for PGE, Virgil comes face to face with PGE’s big lie

• Internal Journey: From naïve and trusting to aware and confrontation
• External Journey: From supporting nuclear power to WHISTLEBLOWER
• Motivation: To protect people and the environment from harm
• Wound: Has emotional scars from his abusive father
• Mission/Agenda: Truth teller about what is happening at Humboldt Bay’s nuke
• Secret: A guilt complex because he remained silent following a fatality in the Marines that should never have happened
• What makes him special? His warrior mentality
• What draws us to this character: Virgil Prater (Part 2)?He is a fighter for a just cause
• Traits: Courageous, headstrong, combative, honest, intelligent
• Subtext: Is constantly at odds with his coworkers over their willingness to blindly accept whatever PGE and the AEC says in order to collect a paycheck
• Flaw: His headstrong, black and white view of the world
• Values: Truth, honor, duty
• Irony: He’s been conditioned to follow orders even when he disagrees with them and then resorts to doing the right thing often resulting in negative consequences
• What makes this the right character for this role? Virgil was trained in ABC Warfare and fully realizes PGE and the AEC are lying about the health hazards of radiation exposure

EDGAR WEEKS (mid 40s) ANTAGONIST (Part 1). Edgar is the Nuclear Plant Engineer in charge of all technical staff and nuclear operations. He is ruthless, ambitious, and willing to do whatever it takes to promote and protect the Humboldt Bay Nuclear Power Plant

• Internal Journey: From believing he could change Virgil to neutralizing him
• External Journey: From asserting radiation contamination is just a nuisance to his demise
• Motivation: To do whatever it takes to make the Humboldt Bay Nuclear Power Plant a success
• Mission/Agenda: To convince the public that nuclear power is safe, clean, and economical
• Secret: Knowingly placed false information in PGE’s radiation protection training manual
• What makes him special? Edgar has strong connections in corporate headquarters
• What draws us to this character: Edgar Weeks (Part 2)? Edgar is a good company man who strives to make his nuclear facility a success at all costs. His behavior is unpredictable
• Traits: Ruthless, cunning, ambitious, intelligent
• Subtext: Edgar relies on the false premise that no harm is immediately realized when exposed to radiation and therefore constitutes his absolute proof that nuclear employees have nothing to worry about
• Flaw: Selected an unqualified manager as Humboldt Bay’s Radiation Protection Engineer
• Values: Dishonest, fraudulent, devious
• Irony: Edgar knows he’s confronted with indisputable evidence regarding the health hazards of radiation exposure but clings to his denial of any problems associated with AEC approved occupational exposure limits
• What makes this the right character for this role? Edgar does whatever is necessary to advance the big lie that nuclear power is safe, clean, and economical

• This reply was modified 3 years, 3 months ago by  Bob Rowen.
• This reply was modified 3 years, 3 months ago by  Bob Rowen.

[Bob Rowen]

DAY 2 ASSIGNMENT

Bob Rowen’s Character Profiles Part 1

What I learned doing this assignment is a process of developing the characters for my story.

Role of the Protagonist: FIGHTER. The Protagonist confronts the government (AEC) and corporate America (PGE) regarding the failed and dangerous Humboldt Bay Nuclear Power Plant. He goes public with what he knows putting himself and his family at risk.

Role of the Antagonist: AUTHORITY. The Antagonist does whatever it takes to promote and protect Humboldt Bay’s nuclear technology. He threatens the Protagonist and bad things happen.

Genre: DRAMA

Lead Character Profiles:

· VIRGIL PRATER (late 20s) is the PROTAGONIST. He is a courageous former Marine and a black and white thinker. Virgil initially believed PGE’s Big Lie (supported by the government) that nuclear power is safe, clean, and economical. After becoming a nuclear control technician for PGE, Virgil comes face to face with PGE’s big lie.

· Internal Journey: From naïve and trusting to aware and confrontation

· External Journey: From supporting nuclear power to WHISTLEBLOWER

· EDGAR WEEKS (early 40s) is the ANTAGONIST. Edgar is the Nuclear Plant Engineer in charge of all technical staff and nuclear operations. He is ruthless, ambitious, and willing to do whatever it takes to promote and protect the Humboldt Bay Nuclear Power Plant.

· Internal Journey: From believing he could change Virgil to neutralizing him

· External Journey: From asserting radiation contamination is just a nuisance to his demise

Other Characters:

· KATHRYN PRATER (late 20s), Virgil’s wife. Kathryn strives to change Virgil’s Marine Corps mindset in order to save their marriage.

· FORREST WILLIAMS (early 30s), nuclear control technician. Forrest helps Virgil change his view of nuclear power.

· RAYMOND SKIDMORE (late 30s), nuclear control technician. Unlike the rest of the nuclear control technicians, Raymond agrees with Virgil and Forrest but feels he has to do what’s necessary to keep his job.

· DR. KASUN (mid-50’s), university professor. Dr. Kasun befriends Virgil and provides support and advice to him regarding his trials and tribulations of whistleblowing.

· RALPH KRAUSE (late 50s), Virgil’s former high school science teacher who is supportive of Virgil’s whistleblowing.

[Bob Rowen]

Bob Rowen’s Transformational Journey for his Lead Character: Virgil Prater

What I learned doing this assignment is

· how to focus on developing my Protagonist for my story,

· getting my arms around the role of the transformation this character must experience,

· and how this exercise aided in developing Virgil’s Character Arc.

Who is my Hero and what is his Character Arc that represents a transformation?

VIRGIL PRATER

Internal Journey: From naïve and trusting to aware and confrontation

External Journey: From believing nuclear power is a panacea to being a WHISTLEBLOWER.

Virgil’s Old Ways:

1. Blind faith in the Powers That Be (government and corporate America}

2. Black and white thinker

3. Ignorant of corporate greed and political entanglements

4. Naïve to Machiavellian behavior

5. Headstrong patriotic former Marine

6. Believed the Big Lie that nuclear power is safe, clean, and economical

Virgil’s New Ways:

1. No longer trusting of the Powers That Be

2. Views the world for the many shades of grey that make it up

3. Aware of corporate and political self-serving motives

4. Recognizes what people are willing to do to get ahead

5. Drastically changed his Marine Corps way of viewing the world

6. Now willing to confront the POWERS THAT BE

[Bob Rowen]

Hi, I am Bob Rowen. I’m very much looking forward to this class and working with everyone. I’m an 81 year-old retired teacher and school administrator at the high school and community college levels. Prior to becoming an educator, I served four years in the Marine Corps followed by six years in private industry as a nuclear control technician. I have started several screenplays but never finished any of them to my satisfaction. I have pretty much recovered from my surgery last November and now ready to finish what I have started many times. Something about me that’s unique, special, strange, or unusual? I blew the whistle on the U.S. Atomic Energy Commission and the operators of the first commercial boiling reactor west of the Mississippi.

[Bob Rowen]

Bob Rowen

I agree to the terms of this release form

[Bob Rowen]

Hi Beth,

I have reviewed your outline. (Be sure to label it VERSION 1)

I see an intriguing story in your outline. The character intros were a little confusing at first but I figured them out, I think.

The concept of the story is the struggle between a father who has arranged a marriage (with an older man) for his daughter, Naya, who is very much in love with someone else.

The HERO is VELDA, a former army nurse who is married to a doctor named Mike. Velda comes to the aid of the Naya.

The VILLAIN(s) is Naya’s father (and the rest of her family).

Suggestions:

(1) Perhaps a bit more character descriptions in Act 1, especially for Velda and Naya’s father.

(2) After the huge explosion, why were Naya and Velda in an argument?

(3) Clarification of “It’s an honor killing” in Act 1 (who, etc.) since Naya’s father had his head “chopped off” in Act 3.

(4) Clarification: “MMA fighters”, who are they and why did they come to Naya’s aid?

You’ve got a great story in the making, keep writing.

[Bob Rowen]

Sounds good!

[Bob Rowen]

Hi, Arial! I see you’ve self-published several novels I’ve self-published just one but working on a couple of other projects.The script I’m writing for this class is inspired by the events covered in my non-fiction novel. And thank you for your service. What branch? The reason I mentioned my service in my intro is because it underlies the storyline of my script. Check with you later…

Bob Rowen