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Terms and Conditions May Apply EDUCATIONAL RESOURCE TERMS AND CONDITIONS MAY APPLY Lead Sponsor Exclusive Education Partner Additional support by the S.M. Blair Family Foundation, Beth and Andy Like us on Facebook.com/docsforschools Burgess Foundation, The Hal Jackman Foundation, Deluxe and through contributions by individual donors. WWW.HOTDOCS.CA/YOUTH TERMS AND CONDITIONS MAY APPLY Directed by Cullen Hoback 2012 | USA | 79 min TEACHER’S GUIDE This guide has been designed to help teachers and students enrich their experience of Terms And Conditions May Apply by providing support in the form of questions and activities. There are a range of questions that will help teachers frame discussions with their class, activities for before, during and after viewing the film, and some web links that provide starting points for further research or discussion. The Film The Filmmaker No one really reads the terms and conditions connected to In 2005, Cullen Hoback made the 55-minute Freedom State, every website they visit, phone call they make or app they a heartfelt comedy that follows a cast of misfits to the edge download. After watching this provocative exploration of the world. In 2007 Hoback directed the documentary of what actually lies between the lines of those tiny-font Monster Camp, that showed social outcasts banding together agreements, however, you may just hurl your computer out to create a community where magic is real, and identity is the window and take to a cave. With fascinating examples, limited only by one’s imagination. Monster Camp received comical gags and terrifying facts, filmmaker Cullen Hoback awards around the world, and was heralded by Variety as investigates what governments and corporations are doing both “endearing and amusing.” In 2009 Hoback made the with your “personal” information. Regardless of privacy darker feature length narrative film Friction, a film about settings, data is being collected and behaviour is being a cast of real people who play out a scripted tale, as the monitored—as you read this, in fact—leaving the future of line between fantasy and reality blurs. And in 2012 Hoback civil liberties uncertain. But are we really living in such a finished production on Terms and Conditions May Apply, dystopian conspiratorial world? From whistleblowers and which reveals the dangers hiding within the digital contracts investigative journalists to zombie fan clubs and Egyptian that we all agree to and never read, and what we’re really dissidents, this disquieting exposé demonstrates how giving up when we click “I accept.” every one of us has incrementally opted into a real-time surveillance state, click by click. Educational package written and compiled by Noelle Morris [email protected] 1 VIEWING THE FILM WITH STUDENTS There are important themes in this film that have broad implications for students and their futures. Take time to activate your students’ background understanding of these themes before viewing. This will help them as they come to their own understanding and develop their critical abilities. The following three subsections, on this page, are intended to provide you with a range of pre-viewing, viewing and post-viewing activities. They are followed by a set of questions based upon the film’s larger thematic domains, some follow-up questions and quotations, sample curricular outcomes, and a page of web links for further investigation. Pre-Viewing Activities Have your students take the three-question quiz on the ;`^`kXcKXkkffGifa\ZkËj_fd\gX^\http://digitaltattoo.ubc. Show students the trailer for Terms and Conditions May Apply ca/). Tally up the responses and discuss the results with your (http://vimeo.com/57182041). Have students work in pairs students. The results can be revisited after the film. or small groups to try to identify themes or ideas conveyed by the trailer. As a larger group, discuss with students how Gi`ekj\m\iXcf]k_\hl\jk`fejfihlfkXk`fej]ifdk_\ effective/affective the trailer is as a media piece. Extensions Activities section of this guide of individual sheets of paper. Have students work in small groups or with Individually, in pairs or as a class, have students create a partners to discuss if they agree with the ideas. KWL chart for some or all of the terms below. Students can revisit the chart throughout the film or after they have Set a purpose for viewing by having a discussion about one finished viewing the film. or more of the questions or quotations from the Extension Activities section of this guide. ;`^`kXc]ffkgi`ek :ffb`\j Viewing Activities GXki`fk8Zk ?Xm\jkl[\ekjZfdgc\k\k_\G9Jm`\n`e^^l`[\fe documentaries (http://www.pbs.org/pov/docs/Copies%20 CfYYp`e^ of%20Viewing%20Guide.pdf). Students can revisit their Zfdgc\k\[[fZld\ekjXjXGfjk$M`\n`e^8Zk`m`kp% J\eXk\9`cc)+) Have students take notes on, or jot connections to, one of KfkXc`e]fidXk`feXnXi\e\jj&@e]fidXk`feXnXi\e\jjf]ÔZ\ the thematic domains from the Big Questions/Ideas/Themes N`i\kXg section of this guide. Ask students to find proof from the film that supports their connections. EJ8 Have students jot down three to five ideas for discussion, or N_`jkc\Ycfn\i questions that the film raises in their minds. As an Extension Xe[&fiGfjk$M`\n`e^8Zk`m`kp#jkl[\ekjZXe\ek\ik_\`i K_`i[gXikp[fZki`e\Xe[k_\=flik_8d\e[d\ek questions into an online response or polling system and can Examine the logo for Terms and Conditions May Apply. Try vote on the questions or issues they would like to explore in to identify the fonts with their associated online services or further detail. Encourage students to use multiple levels of websites. How many of these websites do your students use/ Bloom’s Taxonomy. belong to? Have your students “signed” or agreed to anything Consider a question posed by the director: are privacy to use these websites? policies in place to protect your privacy or take it away? 2 Have students create a T-chart that compares the pros and Have your students watch a scene from Minority Report cons of data surveillance as presented by various individuals (http://www.youtube.com/watch?v=ITjsb22-EwQ) that in the film. From their tables, students can discuss whether follows the main character as he walks into The Gap. How or not certain biases are evident in the documentary. do customized ads appear in your students’ online and/or offline lives? How do your students feel about an increase in GXlj\k_\dfm`\X]k\ik_\Xe`dXk\[fg\e`e^Zi\[`kj%8jb customization and its reliance on private data? How do they your students to comment on the introduction and its think ads and targeted marketing will continue to evolve? effectiveness. What happened in the opening credits? How Discuss. did the tone shift, and why? In the film, Eric Schmidt says, “If you have something Throughout the film, have your students keep a list of the that you don’t want anyone to know, maybe you shouldn’t online services and websites mentioned that they use or be doing it in the first place.” In a written entry or class have used. discussion, have your students consider whether they agree Post-Viewing Activity or disagree, with references to the film and their own lives. Have students complete an exit ticket. The exit ticket should J_fnk_\jkl[\ekjk_\`ihlfkXk`fej]ifdk_\Gi\$M`\n`e^ contain one idea that demonstrates what they learned from Activity and see if their opinions were changed, altered or the film, as well as one question that they still have about enhanced by the film. the topic. Show your students the CIA/Facebook video from The Onion (http://www.theonion.com/video/cias-facebook-program- dramatically-cut-agencys-cos,19753/). Before telling your students that The Onion is a satirical news website, ask for their feedback on the video. Did any students believe that Facebook and the CIA are linked? Define “satire” if your students are unsure of the word’s meaning. Have your students visit a website that they frequently use (such as Google or Facebook) and have them locate the terms and conditions by themselves. On paper or in a word processor, students can highlight anything that is unclear or ambiguous in the terms, and can also underline anything that is interesting or new. Have students discuss their findings in pairs and as a class. Was it difficult to track down the terms and conditions? How much of the document(s) do your students actually understand? What are the implications of this? What is a digital footprint/digital identity? How can you positively and negatively impact your digital footprint? In the diagram provided from KidSMART (http://www.kidsmart. org.uk/downloads/digital_footprints.pdf), have your students write down all of the websites that they have visited in the past 24 hours. Discuss the types of personal data that these websites may have accessed, and whether or not students have any control over what is accessed and retained. 3 THE BIG QUESTIONS/IDEAS/THEMES Multiple Perspectives Culture and Community What is the subject of this film? Can you determine the Which aspects of a people’s culture does this film focus on? filmmakers’ perspective on this subject? What evidence can Why do you think the filmmakers focused on those aspects? you find in the film to support your view? How do the images, themes and message of this film help you How does this film help you analyze and interpret points understand the filmmakers’ attitude towards the subject? of view about issues that concern people? What do you think might have been the intended audience’s attitude towards the documentary subject? Identity Whose story is told in this documentary? Whose story is not Individuals, Societies and told?
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