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Spy School 101

from International Spy Museum

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Take a virtual field trip to the International Spy Museum and explore the shadow-world of espionage through the unique artifacts and tradecraft that only the Spy Museum can uncover.

Program Rating

   based on 31 evaluation(s).


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About This Program

Cost

Multipoint: $95.00
Multipoint Premium: $95.00
Point to Point: $95.00
Point to Point Premium: $95.00


Full program fee is due within a month of the scheduled program.

Length

45 minutes


Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, Adult LearnersPublic Library: Library Patrons

Minimum participants:

5

Maximum participants:

40


Primary Disciplines

International, Social Studies/History, Foreign/World Languages, Career Education, Language Arts/English, Mathematics, Sciences, Character Education, Technology/Information Science, Reading, Problem Solving, Leadership


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
ZoomGoogle Meet



Booking Information

This program will be scheduled according to educator availability.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's 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 availability).

About This Provider

Content Provider logo

 

International Spy Museum

Washington, District of Columbia
United States

The International Spy Museum holds the largest collection of spy-related artifacts on public view in the world. Our mission is to educate the public about espionage in an engaging way and to provide a context that fosters understanding of its important role in and impact on current and historic events. Using espionage as a lens to view traditional curriculum, the Museum provides unique programs and resources for both students and educators.

Contact:
Lucy Stirn
lstirn@spymuseum.org
2026540933

Program Details

Format

The program will begin with an observe and analyze exercise in which students will challenge their spy skills. We will then explore Museum's artifacts as a springboard for discussion. In conclusion, students will explore and discuss the role of spying in the past, present and in the future.

Objectives

1) Students will be able to define the word Spy and Spying.

2) Students will be able to describe the role of spying presently.

3) Students will engage in a discussion about the the tools and tradecraft used by spies.

4) Students will gain an appreciation for how the role of spying has not really changed in 2,000 years of history.

Standards Alignment

National Standards

Guide to National Curriculum Standards

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;