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.
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.
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
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;
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 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;
• 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;