Sneakers

An Interdisciplinary Motion Picture Study Guide

For High School Grades 9 – 12

By Daniel and Rebecca Smith

Table of ContentsIntroduction....................................................................................................................................................3

The AIME Strategy........................................................................................................................................3

Overview........................................................................................................................................................3

Plot Synopsis..................................................................................................................................................3

Characters (in order of appearance)...............................................................................................................4

List of Scenes.................................................................................................................................................7

Activities (aligned to National Educational Technology Standards).............................................................8

Student Movie Guide for Sneakers..................................................................................................15

Student Movie Guide for Sneakers – Answer Key..........................................................................16

Additional Resources...................................................................................................................................17

Movie Details...................................................................................................................................17

National Curriculum Standards........................................................................................................17

North Carolina Curriculum Standards.............................................................................................17

Trailer...............................................................................................................................................17

In Scene 1: December 1969, Cosmo and Marty play the shell game to see who goes out for pizza.

In Scene 2: Night Moves, the new clients discuss Marty’s team members including Mother here.

In Scene 5: Word Games, the code breaker is reflected in Whistler’s glasses.

In Scene 7: The Handoff, Marty is called back to the car by Crease who realizes they’ve been setup.

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IntroductionThis study guide is intended for grades 9 – 12, but this by no means excludes this movie from being used as a learning vehicle for other grade levels. Sneakers is rated PG-13 for brief sexual references. Teachers should follow the AIME strategy (explained below) when implementing this study guide to maximize the educational learning potential and understanding for students.

The activities in this guide align with the ISTE National Educational Technology Standards (NETS). Focus areas are in computers, information skills, and technology literacy. These activities can be modified as needed by the teacher based on student aptitude and prior knowledge.

The AIME StrategyThis movie guide has been developed through the use of AIME, the Amount of Invested Mental Energy. Its origins come from Gavriel Salomon’s Interaction of Media and Cognition and Learning (1979).

Salomon’s research shows that students who have not been prepared for a multimedia experience engage in what he calls shallow processing. When teachers give directions prior to screening and include time for discussion and reflection on the material afterward, students retain the knowledge better and are more cognitively aware during the screening process. The best strategy to implement this scenario is to show short video segments and follow up with class discussion. Gavriel Salomon

OverviewSneakers is a light-hearted heist movie with plenty of comedy and romance about computers, hacking, ethics, government espionage, security, secrets, cryptography, deception, betrayal, and little black boxes. The characters model critical thinking skills and creative thinking about technology. On an ethical level, it’s an account of how computers have changed our daily lives both for the better and for the worse.

Despite the fact that its debut was back in 1992, Sneakers has aged surprisingly well. The surveillance techniques and other technical aspects that appear in the movie can still be found today nearly two decades later. One wonders how this movie got so much so right so early.

Plot SynopsisMarty is the leader of an unlikely team of professional computer hackers that hire themselves out to company executives in order to test their company security systems. This happens to be a real job called Sneaking (as opposed to Hacking, Cracking, or Phreaking) hence the title.

Based in San Francisco, the team is contacted by two NSA agents who want them to steal a top-secret black box containing a homemade computer chip capable of breaking any secret code. The team decides to accept the job and eventually acquires the black box. Once they discover what the chip is capable of doing, they become entanglement in a deadly game of cat-and-mouse between the National Security Agency and organized crime who also want possession of the chip. Marty’s Team

They end up handing the chip over to the wrong people and must recover it to clear their good names and prevent themselves from going to jail inside the high-stakes world of government espionage.

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Characters (in order of appearance)The character of Martin Bishop, better known as 'Marty', is played by Robert Redford.

Marty is the leader of the team. His interest in computers started way back in 1969 when he was almost arrested for electronically breaking into a bank with his friend Cosmo. He went out for pizza and then went to Canada. His last name used to be Brice, but he changed it to Bishop in order to elude the law.

He returned to the states as an adult but has been hiding out from the FBI ever since.

The character of Donald Crease is played by Sidney Poitier.

The team calls him 'Crease' for short and short is the word for his temper. He's brash and often comes on as uncaring, yet he's got a soft side too. He's devoted to the team and is the only member with a family.

As a former CIA operative, he's the responsible type and takes the initiative in keeping the team out of trouble with the law. Nobody knows why he left the CIA though.

The character of Erwin Emory, better known as 'Whistler', is played by David Strathairn.

Whistler is a computer whiz. He's has one problem though – he's completely blind! Most people would consider this a severe disability, but Whistler has turned it into an advantage. He has developed his hearing to a fine point.

Some would say that he's the most observant member of the team.

The character of Mother is played by Dan Aykroyd.

Mother is a conspiracy-theorist. He has an explanation for everything. As long as you don't get him started about how

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NASA faked the moon landings, you'll get along great with him.

He's really a great guy with lots of connections. No matter what obstacle gets in the team's way, Mother is right there with an idea for a plan of attack from a colleague. And if that doesn't work, he's prepared to do whatever is necessary, take one for the team, and dive right in.

Even garbage.

The character of Carl Arbegast is played by River Phoenix.

Carl is a nineteen-year-old computer prodigy. The team caught him breaking into his high school computer system to change his grades. What did they do when he graduated? Hire him, of course! His mad computer skills are hard to find.

As the youngest member of the team he gets a lot of gopher work making deliveries and going undercover, but there's no denying he's a pro with the computer contacts he keeps in his little black book.

The character of Liz is played by Mary McDonnell.

Liz is Marty's ex-girlfriend and the focus of a subtle, romantic sub-plot in the movie. As a piano teacher, she also happens to be technically minded and able to understand higher mathematical theory. She's initially cool toward Marty's advances when he just shows up at her home one day, but she warms back up to him by the end of the movie.

In a few words, Liz is meticulous, refined, and anal. Oh, and it's never a good time for her mother to come for a visit when Marty is around. There are always too many wires and too much garbage in her apartment.

The character of Dr. Gunter Janek is played by Donal Logue.

Dr. Janek is a genius mathematician. Over the course of his research, he stumbled onto a monumental discovery - a decryption algorithm that can potentially break any electronic code! He hardwired the algorithm into a homemade computer chip in a black box and this is the subject of the main plot.

Mindful of the damage this discovery could cause in the wrong hands, Marty and his team are hired by two NSA agents to steal the black box. That's when the plot takes an interesting

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twist – to the detriment of our poor mathematician.

The character of Cosmo is played by Ben Kingsley.

Cosmo and Marty go way back to 1969. Back then, when they were hacking into the banking system, it was Cosmo who stayed behind while Marty went out for Pizza. He paid dearly for it too. The cops came and arrested him. Marty thought he died in prison, but things aren't always what they seem regarding Cosmo.

It seems he came through prison all right after all. He even made some friends while he was there on the inside.

The character of Dr. Werner Brandes is played by Stephen Tobolowsky.

His automobile tag says it all, “180 IQ”. He may be really smart, but he's also really dumb. The team dupes him into helping them gain entry into the building where the black box is being kept.

Of course, they have to use Liz to do it!

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List of Scenes1. December 1969

a. (Main Titles) (0:25)

b. Young Marty and Cosmo (1:14)

2. Night Moves

a. Bank Job (5:10)

b. Bank Executives Meeting (9:48)

3. Customers

a. New Clients (10:57)

b. The Deal (14:21)

c. Confessions to the Team (17:19)

d. Reunion with Liz (19:09)

4. Eye on Dr. Janek

a. Dr. Janek’s Lecture (21:26)

b. The Reception with Greg (22:33)

c. Surveillance on Janek (25:02)

d. Reviewing the Tapes (27:52)

e. Breaking and Entering (29:37)

f. Caught in the Act (32:36)

g. Celebrating the Sneak (36:19)

h. Plans for the Money (38:01)

5. Word Games (39:16)

6. Too Many Secrets

a. Accessing the Impossible (43:28)

b. Security and a Sleepover (46:31)

7. The Handoff

a. Janek’s Dead (49:33)

b. Checking out the Clients

(52:03)

c. Meeting Greg (53:30)

8. Who to Trust

a. Greg’s Consulate Car (55:19)

b. Blackout and Trunk Ride (58:31)

9. Reunion

a. Cosmo’s Office (59:38)

b. Liz’ Apartment (1:06:33)

c. Calling the NSA (1:08:57)

10. Listening Back

a. Finding Cosmo (1:12:18)

b. PlayTronics Surveillance (1:16:44)

c. The Man Trap (1:17:48)

11. The World's Most Boring Human

a. The Office Neighbor (1:19:31)

b. Werner’s Trash (1:21:22)

c. Dim Sum Bar Date (1:22:50)

d. Cosmo’s Motion Sensors (1:24:09)

e. Check, Please (1:25:22)

12. Sneaking Around

a. Preparing the Sneak (1:26:56)

b. The Second Date (1:30:00)

c. “Werner” Goes In (1:31:12)

d. The Pooch and the Purse (1:35:21)

13. Complications

a. Werner’s Office (1:36:28)

b. The Alarm Sounds (1:41:26)

c. Cosmo’s Deal (1:43:30)

14. The Deal Falls Through

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a. Carl Drops In (1:45:40)

b. Escape to the Roof (1:47:53)

c. Whistler to the Rescue (1:49:09)

15. It's All About The Information

a. Rooftop Showdown (1:52:11)

b. Meeting with the NSA (1:55:25)

c. A Few Demands (1:56:59)

16. In the Chips

a. Marty’s Handoff (2:00:01)

b. (End Titles) (2:01:24)

Activities (aligned to National Educational Technology Standards)NETS Standard Activity

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a) apply existing knowledge to generate new ideas, products, or processes.

In Scene 4: Eye on Dr. Janek (c-d), Whistler uses his incredible observation skills with the surveillance of Janek's office to locate the black box.

1. Before Viewing: Tell students that the surveillance team is trying to locate a black box.

2. While Viewing: Pause after showing the initial taping of the surveillance. Ask if any students have identified the black box.

3. After Viewing: Ask students if the caught the discrepancy that allowed Whistler to identify the black box. Why was Whistler successful and how can we learn from his success?

b) create original works as a means of personal or group expression.

No matching scenes.

c) use models and simulations to explore complex systems and issues.

In Scene 5: Word Games, Marty and Liz use the letters from a Scrabble game to decipher the anagram “Setec Astronomy” into “Too Many Secrets”.

1. Before Viewing: The movie doesn’t make the spelling of “Setec Astronomy” clear. Write it out for the students. Explain anagrams. Ask students what strategies exist for solving them.

2. While Viewing: Ask if any students considered a scrabble game. What words did Marty and Liz come up with?

3. After Viewing: Ask students if the scrabble pieces were effective?

In Scene 10: Listening Back (c), Crease obtains a “Man Trap” Digital Voice Recognition Monitor like the one in Cosmo's building to practice with.

1. Before Viewing: Explain voice recognition technology.2. While Viewing: Ask students if this is effective. Can the

students devise a way around it?

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3. After Viewing: Ask students to explain how this technology protects against unauthorized entry. Are there better methods available today?

In Scene 11: The World's Most Boring Human (d), Crease obtains a Motion Sensor like the ones in Cosmo's office for Marty to practice with.

1. Before Viewing: Explain motion sensor technology.2. While Viewing: Ask students if this is effective. Can the

students devise a way around it?3. After Viewing: Ask students to explain how this technology

protects against unauthorized entry. Are there better methods available today?

d) identify trends and forecast possibilities.

No matching scenes.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

In Scene 4: Eye on Dr. Janek (f), Marty uses an ear piece to maintain communication with his surveillance team after he is caught in Janek's office by Dr. Rhyzkov.

1. Before Viewing: Explain to students that Marty is breaking into an office to retrieve a black box. He’s wearing an ear piece.

2. While Viewing: Students should carefully observe the two conversations going.

3. After Viewing: Was the explanation given to Dr. Rhyzkov the result of a true collaborative effort? Why or why not?

In Scene 9: Reunion (c), Marty's team calls the NSA to strike a deal using a modem and a telephone connected to a voice scrambler.

1. Before Viewing: Explain to students that Marty’s team is attempting to place an untraceable phone call to a government agency.

2. While Viewing: Ask the students to identify all the technology shown in the clip.

3. After Viewing: The technology in the clip was state-of-the-art back in 1992 when the movie was released. How has technology changed? How do we communicate today?

b) communicate information and

In Scene 4: Eye on Dr. Janek (a-b), Dr. Janek gives a lecture on mathematical theory with implications for cryptography.

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ideas effectively to multiple audiences using a variety of media and formats.

1. Before Viewing: Ask students what they think the perfect lesson would be like.

2. While Viewing: Students should grade Dr. Janek’s performance by carefully observing everything he says and does.

3. After Viewing: Was Dr. Janek an effective presenter? What did he do right and what did he do wrong? What could be improved?

c) develop cultural understanding and global awareness by engaging with learners of other cultures.

In Scene 4: Eye on Dr. Janek (b) and Scene 7: The Handoff (c), Marty meets up with his friend Greg at the reception following Janek's lecture and later at the musical performance.

1. Before Viewing: 2. While Viewing: Students should look for clues to Greg’s

nationality. Keep in mind that the movie was released in 1992.3. After Viewing: Where was Greg from and how do you know?

What was happening in that country in that time period? Is there an equivalent to the Kiev String Quartet in our country?

d) contribute to project teams to produce original works or solve problems.

In Scene 14: The Deal Falls Through (c), Marty guides Whistler in driving the team van to execute a daring rescue.

1. Before Viewing: Explain to students that Whistler is blind – presumably since birth. He, Marty, Crease, and Mother are all teammates in trouble. They must work together to escape.

2. While Viewing: Problems are rarely simple ordeals. Most require multiple steps to solve. Students should observe the dialogue between Marty and Whistler to identify the steps they followed to solve their problems.

3. After Viewing: Marty’s knowledge and Whistler’s availability combined to help the team escape. Neither could have done it alone. Have you ever been part of a team in which the necessary knowledge and skills were divided among members?

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a) plan strategies to guide inquiry.

In Scene 4: Eye on Dr. Janek (c), the team conducts surveillance on the mathematician to discover the whereabouts of the black box.

1. Before Viewing: Students need to know that Marty’s team was hired to find the black box. Their first strategy is to put Dr. Janek under surveillance.

2. While Viewing: What strategies does Marty’s team use to find out more about Dr. Janek and the location of the black box?

3. After Viewing: Is this an effective way of gathering information? Legal? Ethical? Wise?

In Scene 10: Listening Back (b) and Scene 11: The World's Most Boring Human (a), the team conducts surveillance on Playtronics Corporate Headquarters to discover a way to retrieve the black box.

1. Before Viewing: Marty’s team knows that getting into Cosmo’s office means getting close to it. Getting into the office next door

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is their best option.2. While Viewing: What strategies does Marty’s team use to find

out more about Cosmo’s office neighbor?3. After Viewing: What would you have done if faced with a

similar scenario? How would you go about planning a way to retrieve something protected in this way?

b) locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

In Scene 11: The World's Most Boring Human (b), Mother brings back garbage from Werner's house to learn more about him.

1. Before Viewing: Students should know what Marty’s team needs to do, who Werner is, and how he fits into their plan.

2. While Viewing: What can you find out about a person from their garbage? What do you know about Werner?

3. After Viewing: Is this effective? Legal? Ethical? Wise?

c) evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

In Scene 4: Eye on Dr. Janek (e), Marty is confronted with an electronic keypad on Janek's office door.

1. Before Viewing: Students need a basic understanding of the plot and a basic knowledge of the first gulf war.

2. While Viewing: Where does Marty’s team go to find a solution? Would you have done the same?

3. After Viewing: Where do you go to find answers to your questions and solutions to your problems? Do you limit yourself to certain media types or information sources? Is this wise?

d) process data and report results.

In Scene 11: The World's Most Boring Human (a), Mother identifies Werner as the owner of the office next to Cosmo.

1. Before Viewing: What does it mean to be objective? What is the opposite of objective?

2. While Viewing: Students should carefully observe what Mother says and brings up on the monitor.

3. After Viewing: Mother concisely and objectively details the steps that went into the identification. What makes his dialogue so objective? What part of his dialogue, if any, was subjective?

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a) identify and define authentic problems and significant questions for investigation.

In Scene 1: December 1969 (b) and Scene 9: Reunion (a), Marty and Cosmo play a logic game to identify problems and solutions.

1. Before Viewing: Students should know that they are about to view dialogue containing a logic game.

2. While Viewing: There is a three step pattern to the logic game. What are the steps in this pattern?

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3. After Viewing: Is this logic game trustworthy or can it lead to the wrong conclusions? Can it help develop creative thought?

b) plan and manage activities to develop a solution or complete a project.

In Scene 2: Night Moves (a), Marty's team executes a strategy for gaining entry into the target bank after hours.

1. Before Viewing: Students should know who Marty’s team is and what they do. Showing the next scene with the bank executives would be useful.

2. While Viewing: What is the minimum number of people necessary to accomplish this heist? What were the jobs?

3. After Viewing: What steps were involved in accomplishing this bank sneak? Do most problems require steps with this level of detail? Was this level of detail required?

In Scene 10: Listening Back (c), Crease explains what they need to get past the Voice Recognition Booth. Later, in Scene 11: The World's Most Boring Human (a-c), they execute a strategy to identify Werner, record his voice, and borrow his card to outwit the security device.

1. Before Viewing: Students should know who Marty’s team is and what they are trying to do.

2. While Viewing: What did it take to outmaneuver the Voice Recognition Booth? Who is in danger of being exposed?

3. After Viewing: Their strategy was successful. Would it work today? How about with modern technology? What would you have done in Marty’s place?

c) collect and analyze data to identify solutions and/or make informed decisions.

In Scene 7: The Handoff (b), after learning of Janek's death the team knows that something is terribly wrong and looks into the identities of their two current clients.

1. Before Viewing: Marty and his team have just learned that they’ve been had. It’s time they found out who they were working for.

2. While Viewing: Marty’s team networks with colleagues to find the answer and this shows the specialty of each member. Who would you be if you were one of the team members?

3. After Viewing: What is the moral? What did Marty do when the normal channels of information yielded no results?

d) use multiple processes and diverse perspectives to explore alternative

In Scene 10: Listening Back (a), Whistler uses his observation skills with Marty's memories to retrace his steps back to Cosmo's office.

1. Before Viewing: Students should know that Whistler is blind and that Marty has just been hit on the head, thrown into the trunk of a car, and driven somewhere.

2. While Viewing: When normal means of inquiry fail, use

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solutions. unusual ones. How did Whistler keep Marty talking until he uncovered something that could be used?

3. After Viewing: Who is the most observant person on Marty’s team? What makes this individual so successful? How can we emulate him?

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a) advocate and practice safe, legal, and responsible use of information and technology.

In Scene 1: December 1969 (b), young Marty and Cosmo are breaking into banks and moving money around. In Scene 2: Night Moves (a-b), adult Marty is still breaking into banks.

1. Before Viewing: Students need to know that Marty and Cosmo are both computer geeks and they are familiar with crime.

2. While Viewing: Students should compare the two scenes based on the actions of the participants and the consequences of those actions, if any.

3. After Viewing: In the first scene, young Marty and Cosmo are acting illegally. In the second, Marty is acting with the full knowledge of the bank's executives as a way to test their security. Do you think Marty learned something in between scenes?

In Scene 4: Eye on Dr. Janek (e), the team breaks into Janek's office to steal the black box.

1. Before Viewing: Students need to know about Marty’s team and what they are trying to do.

2. While Viewing: How many crimes and unethical actions are committed in order to break into Janek’s office?

3. After Viewing: Which actions of Marty’s team are illegal? Unethical? Unsafe? Irresponsible?

b) exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Illustrated throughout movie.

c) demonstrate personal responsibility for lifelong learning.

No matching scenes.

d) exhibit leadership In Scene 3: Customers (c), Marty's team rallies behind him with the

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for digital citizenship.

black box job offer.1. Before Viewing: In this scene, Marty rallies his troops by

putting his leadership into practice.2. While Viewing: How does Marty respond to each objection

and criticism?3. After Viewing: What leadership qualities does Marty possess?

What can we learn from him? Are any qualities outdated now that we have better technology?

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a) understand and use technology systems.

Illustrated throughout movie.

b) select and use applications effectively and productively.

No matching scenes.

c) troubleshoot systems and applications.

In Scene 2: Night Moves (a), Carl accidentally clips the wrong wire in the bank plunging the team into darkness.

1. Before Viewing: Students should know who Marty’s team is and what they are doing.

2. While Viewing: Students should determine what went wrong and when. Who is responsible?

3. After Viewing: How did the team react? Why do you suppose they reacted that way? Should they have reacted differently?

In Scene 12: Sneaking Around (c), Marty's tape recorder accidentally plays back Werner's voice too fast in the Voice Recognition Booth.

1. Before Viewing: Students should know who Marty is, where he’s at, and what he’s doing there.

2. While Viewing: Students should determine what went wrong and when. Who is responsible?

3. After Viewing: What do you do when things go wrong? Was Marty’s response appropriate? Could this have been avoided with modern technology?

d) transfer current knowledge to learning of new technologies.

In Scene 5: Word Games, Whistler and Carl sit down with the new chip to see what it can do while Marty and Liz play scrabble. In Scene 6: Too Many Secrets (a), Whistler tests out the new chip with Carl's black book of inaccessible sites.

1. Before Viewing: Students should know about Marty’s team and what they’ve just achieved.

2. While Viewing: How do Whistler and Carl tackle understanding the chip? What strategies do they use? How about Marty and Liz? What do they use that’s nearby?

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3. After Viewing: How do you learn something new or go about solving a problem? Is it useful to test your knowledge after acquiring something new?

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Student Movie Guide for Sneakers1. In the opening scene, what are Marty and Cosmo doing?

2. Why does Marty not get arrested?

3. What is Marty's current job?

4. What are the nicknames of the members on Marty's team?

5. What convinces Marty to retrieve the "black box" for the two NSA guys?

6. What does Liz say that Dr. Gunter Janek’s lecture is about?

7. Who is the most observant person in Marty's group?

8. What is the black box disguised as?

9. How does Marty get past the keypad on Janek’s door?

10. In the scrabble game, what anagram do Marty and Liz make from Setec Astronomy?

11. What can Janek’s black box do?

12. What happens to Janek after the box is stolen?

13. Who does Cosmo really work for?

14. In Marty’s memory of his trunk ride, what does the "cocktail party” turn out to be?

15. What “material” does Marty's group use to learn about Werner Brandes?

16. When Liz is having dinner with Werner, what is she really trying to do?

17. What limitations are placed on Marty when he tries to recover the black box?

18. Who saves Marty and Liz when they are captured in Cosmo’s office?

19. Who drives the van during their escape from Cosmo?

20. Who really ends up with the power of the “black box?”

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Student Movie Guide for Sneakers – Answer Key1. In the opening scene, what are Marty and Cosmo doing? Illegally breaking into

banks and transferring money

2. Why does Marty not get arrested? He lost the bet and had to go out for pizza. He

then ran away to Canada and changed his name to Bishop from Brice.

3. What is Marty's current job? Sneaker. Bank Teller: “So people hire you to break

into their places - to make sure no one can break into their places?”

4. What are the nicknames of the members on Marty's team? Carl, Mother, Whistler, Crease

5. What convinces Marty to retrieve the "black box" for the two NSA guys? They offer him a deal. They’ll

either clean up his past or put him in prison.

6. What does Liz say that Dr. Gunter Janek’s lecture is about? Math; Cryptography; Unbreakable codes

7. Who is the most observant person in Marty's group? Whistler

8. What is the black box disguised as? An answering machine

9. How does Marty get past the keypad on Janek’s door? He kicks it in

10. In the scrabble game, what anagram do Marty and Liz make from Setec Astronomy? Too Many Secrets

11. What can Janek’s black box do? Break unbreakable codes

12. What happens to Janek after the box is stolen? He’s killed

13. Who does Cosmo really work for? Organized crime

14. In Marty’s memory of his trunk ride, what does the "cocktail party” turn out to be? Birds at the reservoir

15. What “material” does Marty's group use to learn about Werner Brandes? His trash

16. When Liz is having dinner with Werner, what is she really trying to do? Get him to say the words in

the pass-phrase: “Hi, my name is Werner Brandes. My voice is my passport. Verify me.”

17. What limitations are placed on Marty when he tries to recover the black box? He can only move at 2

inches per second and the room must be 98.6° or body temperature.

18. Who saves Marty and Liz when they are captured in Cosmo’s office? Carl

19. Who drives the van during their escape from Cosmo? Whistler 17

20. Who really ends up with the power of the “black box?” Marty and his team

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Additional Resources

Movie DetailsAdditional movie information is available online at the following link:

http://www.imdb.com/title/tt0105435/

National Curriculum StandardsIn the United States, the International Society for Technology in Education (ISTE) maintains the National Educational Technology Standards (NETS) online at the following link:

http://www.iste.org/AM/Template.cfm?Section=NETS

North Carolina Curriculum StandardsNorth Carolina maintains its curriculum standards at the following links:

http://www.dpi.state.nc.us/curriculum/

TrailerThe original trailer (2:32) is available online and can be viewed at the following link:

http://www.imdb.com/rg/VIDEO_PLAY/LINK//video/screenplay/vi931725593/

In Scene 9: Reunion, Cosmo and Marty discuss information and play a logic game.

In Scene 11: The World’s Most Boring Human,Liz and Werner go out on a date to a Dim Sum Bar.

In Scene 11: The World’s Most Boring Human, Marty’s team discusses getting past motion sensors.

In Scene 12: Sneaking Around, Marty enters the man trap voice recognition booth.

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