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Program Flyer: Spy's Eye View

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Content Provider   International Spy Museum  2012-13 Honorable Mention
Contact Information   Lucy Stirn
lstirn@spymuseum.org
800 F. Street, NW
Washington, DC  20008
United States
Phone: (202) 654-0933
Fax: (202) 654-0978
Program Type   Individual Program
Program Rating      based on 5 evaluation(s).
Target Audience   Education: Grade(s): 8, 9, 10, 11, 12, Parent, Adult Learners
Maximum Number of Participants   50
Minimum Number of Participants   10
Primary Disciplines   Career Education, Character Education, Foreign/World Languages, Gifted & Talented, International, Leadership, Problem Solving, Sciences, Social Studies/History, Technology/Information Science
Secondary Disciplines   Language Arts/English, Mathematics, Reading
Program Description   Your students can gain first-hand knowledge of the shadow world of spying in a spy debriefing with a former CIA Case Officer or Analyst. In this 30-minute program, students will learn about the life of intelligence professional, how intelligence is collected and analyzed, and the role of spying in American government. Students will also have an opportunity to “interrogate” the speaker. A pre-visit classroom guide will be provided to assist you in preparing your students for this unique opportunity.
Program Format   This program will begin with our expert giving a short biographical overview followed by fielding questions from the participants. The speaker may show artifacts, objects, and photos during the program.
Objectives   The student will:
-engage in a discussion about spying and intelligence and it's role historically, currently, and in the future.
-explore ways in which the job of a "spy" is similar or different to other jobs.
-explain the difference between the FBI and the CIA.
-describe the role of intelligence/spying in our world.
-Dispel myths and misunderstanding about the secret world of spying and espionage.
National/Common Core Standards to which this program aligns   Social Studies Curriculum Standards from Social Studies: Expectations of Excellence, published by the National Council for the Social Studies.


Standards into Practice: Examples for the Middle Grades

CULTURE

• explain how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference;
• explain why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs;
• articulate the implications of cultural diversity, as well as cohesion, within and across groups;

TIME, CONTINUITY, AND CHANGE
• identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;
• identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality;
• develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts;
• use fund of knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues;

PEOPLE, PLACES, AND ENVIRONMENTS
• use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images, geographic information systems (GIS), map projections and cartography to generate, manipulate, and interpret information such as atlases, data bases, grid systems, charts, graphs, and maps;

INDIVIDUAL DEVELOPMENT AND IDENTITY
• relate personal changes to social, cultural, and historical contexts;
• describe personal connections to place—as associated with community, nation, and world;
• describe the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity;
• identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives;
• identify and describe the influence of perception, attitudes, values, and beliefs on personal identity;
• work independently and cooperatively to accomplish goals;

INDIVIDUALS, GROUPS, AND INSTITUTIONS

• demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups;
• analyze group and institutional influences on people, events, and elements of culture;
• identify and analyze examples of tensions between expressions of individuality and group or institutional efforts to promote social conformity;
• identify and describe examples of tensions between belief systems and government policies and laws;

POWER, AUTHORITY, AND GOVERNANCE

• examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare;
• describe the purpose of government and how its powers are acquired, used, and justified;
• analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security;
• describe the ways nations and organizations respond to forces of unity and diversity affecting order and security;
• explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;
• describe and analyze the role of technology in communications, transportation, information-processing, weapons development, or other areas as it contributes to or helps resolve conflicts;
• explain and apply concepts such as power, role status, justice, and influence to the examination of persistent issues and social problems;
• give examples and explain how governments attempt to achieve their states ideals at home and abroad;

SCIENCE, TECHNOLOGY, AND SOCIETY

• examine and describe the influence of culture on scientific and technological choices and advancement, such as in transportation, medicine, and warfare;
• seek reasonable and ethical solutions to problems that arise when scientific advancements and social norms or values come into conflict;

GLOBAL CONNECTIONS
• describe instances in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding;
• analyze examples of conflict, cooperation, and interdependence among groups, societies, and nations;
• describe and analyze the effects of changing technologies on the global community;
• demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights;

CIVIC IDEALS AND PRACTICES
• identify and interpret sources and examples of the rights and responsibilities of citizens;
• locate, access, analyze, organize, and apply information about the selected public issues—recognizing and explaining multiple points of view;
• explain and analyze various forms of citizen action that influence public policy decisions;
• identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision-making;
• analyze the influence of diverse forms of public opinion on the development of public policy and decision-making;
• analyze the effectiveness of selected public policies and citizen behaviors in realizing the states ideals of a democratic republican form of government;
• examine strategies designed to strengthen the “common good,” which considers a range of options for citizen action.
Program Length   30 minutes
By Request   This program is available by request ONLY
Date/Time Notes   This program will be scheduled according to speaker availability.
Program Cost   Point to Point Cost: $190.00
Program Fee Notes   Full program fee is due 48 hours prior to the scheduled program date. If program fee is not received within this time frame, the program is subject to cancellation.
Cancellation Policy   The program fee is non-refundable. If a program must be rescheduled, we require 48 hours notice. If a program must be cancelled due to weather, it can be rescheduled once within the same school year (depending on speaker availability).
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)

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