you are the trip-wire across which the forces of ... teachers guide 9-12_final… · in any form or...
TRANSCRIPT
TEACHER’S GUIDE - GRADES 9-12
© 2012 Base EntertainmentAll rights reserved. Except for educational fair use, no portion of this guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – electronic, mechanical, photocopy, recording, or any other without explicit prior permission. Multiple copies may only be made by or for the teacher for educational use.
Special thanks to the CIA Museum. Images courtesy of the CIA Museum and H. Keith Melton.Content created by TurnKey Education, Inc., for Base Entertainment.www.turnkeyeducation.netDesign by kre8 360www.kre8360.com www.baseentertainment.comwww.spythesecretworld.com
You are the trip-wire across which the forces of repression and tyranny must stumble in their quest for global domination. You, the men and women of the CIA, are the eyes and ears of the free world. President Ronald Reagan
Listening InSurveillance technician at a listening post
Introduction 4
Operation FIELD TRIP: On-site Activity 7
Lesson Plans
Lesson 1: Ringing in My Ears 11
Lesson 2: Sampling Steganography 15
Lesson 3: Spying from the Stratosphere 21
Lesson 4: Anonymity, Security, Discipline 25
Games and Puzzles
Cryptograms: How Spies Spy 31
Word Searches: Where Spies Spy 33
Logic Puzzles: Who Spies 35
Answer Keys 40
Additional Resources
Recommended Reading: Spy 101 43
Facts & Figures: Delivering Data 44
Time Line: History Revealed 50
Glossary: Spy Terms Declassified 56
Curriculum Standards
National 60
State: New York, New Jersey, Connecticut 66
SPY: THE SECRET WORLD OF ESPIONAGEGrades 9 – 12
Click on section names to link directly to the corresponding page number.
TAB
LE O
F C
ON
TEN
TS
Welcome to SPY: The Secret World of Espionage, a once-in-a-lifetime opportunity to step inside the real world of intelligence.
You no doubt have some preconceived notions about spies from watching movies and reading novels. Well, it’s time to go beyond fiction and come face-to-face with the fascinating truth behind the scenes of this secret world.
SPY: The Secret World of Espionage gives you and your students the unique opportunity to see authentic artifacts from spies and spy catchers, while observing real spy technologies—some only recently declassified. This first-ever glimpse of real tools of the trade (both historic and contemporary) includes treasures from the collections of the CIA, the FBI, and H. Keith Melton, a renowned author, historian, and international authority on spy technology.
At this innovative exhibition, you and your students experience the world of intelligence first-hand. Your class will not only gain exciting new insights into the major role played by science and technology in how intelligence really works, but also learn the importance of intelligence gathering during the Cold War, and discover how the real men and women who do this kind of work can change the world every day – one secret at a time.
SPY: The Secret World of Espionage grants teachers and students unprecedented access into the real world of espionage. There has never been a shortage of intrigue in the world of spies, and the artifacts and interactives revealed in this exhibition vividly tell their stories, past and present, through actual tools, technologies, and testimonials. Among the extraordinarily rare items are:
• Charlie the Catfish, one of two CIA Robotic Catfish
• Sleeping Beauty, the British WWII Two-Man Submersible
• Cockpit of the A-12 Oxcart Spy Plane, one of only nine remaining in the world
• KGB Pinhole Drill Kit, used to spy in the US Embassy in Russia
A teaching unit built around a field trip to SPY: The Secret World of Espionage provides a thrill equivalent to opening an envelope marked ‘TOP SECRET.’ Espionage is so much more than what is seen on TV and in the movies – there are real dangers and incredible technologies involved, and this exhibition lets you experience it all. Students won’t have to crack a code to find out exactly how listening devices, invisible ink and subminiature cameras are utilized for surveillance and information-gathering. This exhibition unveils all of these secrets and more, allowing your students to become an intelligence officer for a day.
INTRODUCTION
Charlie the CatfishThis remote-controlled robotic catfish was spawned in the CIA’s Directorate of Science and Technology.
INTR
OD
UC
TIO
N
4
AT THE EXHIBITION
SPY: The Secret World of Espionage examines the “Why, Where, and How” of US intelligence information gathering and presents your students with a rare opportunity “to go behind the scenes” into the real world of espionage. Your field trip begins with the question “Who Spies?” It is a reminder that, like every other nation, the United States has always collected information about the global events that affect each of us. Sometimes that information comes from public sources. Other times we gather it secretly, through espionage, or spying. In fact, intelligence gathering is a world-wide activity with literally hundreds of spy agencies operating around the globe. Regardless of the source, its purpose is to protect our country’s interests and keep our citizens safe.
In the “Briefing Room,” students view a short film that provides an introduction into the real world of spying. It will debunk myths, educate with facts, and provide the context for the exhibition areas that follow. Students then enter a spy agency “Ops” (operations) center, where they are confronted with the challenges of intelligence gathering today. They will learn the various ways agencies use news feeds from all over the world for information. This part of the exhibition also answers the critical question of “Why We Spy.” Collecting information, or intelligence, about potentially hostile countries and groups can identify threats against the United States—before harm occurs.
Sometimes the only way to uncover an adversary’s most hidden secrets is to put our eyes and ears in the field. This hunt for information leads US intelligence officers on daring missions on land, at sea, and miles above our world. The “Where We Spy” gallery illustrates the concept that spying goes on everywhere. Using some of the greatest spy stories from recent history as its framework, this part of the exhibition explores both the science and technology, and the human ingenuity, bravery and sacrifice that have shaped the outcome of these events. In addition to intelligence gathering on land, overhead, and under the sea, this gallery also has a section devoted to infamous traitors from recent history.
Students then enter “The Vault” for an up close look at rare treasures from the world of espionage, many of them once highly classified. Some of the artifacts displayed here represent game-changing technologies and operations that redefined espionage and made history in the process. In the “Dark Room and Training Center,” students test their own spy skills while launching a covert operation under the cover of darkness!
In the “How We Spy” gallery, your students’ mission is to learn the skills of the spy trade. The methods spies use for secret operations are known as “tradecraft” and include the technology that makes covert communications, concealed cameras, hidden writing, and secret entries possible. Real-life tradecraft wizards constantly dream up new ways to outsmart the enemy.
The US intelligence cycle ends where it begins, with the President and his senior policymakers. In the final gallery, students learn that a key end product of all these espionage efforts, at least from a US perspective, is to inform the Commander-in-Chief as to what knowledge he needs to have in order to counteract the threats facing our nation. Once the Intelligence Community gathers the information as requested, analysts refine the “take” and transform it into finished intelligence reports. Most exclusive of all is the highly classified President’s Daily Brief (or PDB), issued to the President each morning by the Director of National Intelligence.
EnigmaThe German Enigma decipher machine from WWII is among the rare treasures displayed in “The Vault” gallery.
INTR
OD
UC
TIO
N
5
USING THIS TEACHER’S GUIDE
As a companion to your experience at SPY: The Secret World of Espionage, this comprehensive Teacher’s Guide has been created to help make the most of your field trip and to complement your classroom instruction before, during, and after your class visit. The guide begins with an on-site activity called “Operation FIELD TRIP”—including a secret message!—to keep your students engaged and focused as they move through the galleries in the exhibition. Next, you will find four Classroom Lesson Plans designed to correlate directly with your STEM curriculum standards, complete with ready-to-copy activity worksheets that center on key topics highlighted in the exhibition. This level of the Teacher’s Guide contains dynamic activities and assignments for students in grades nine through twelve, while the other volume is for students in grades four through eight. The guides are created to be flexible; use them to best meet the needs and capabilities of your class. You know your students better than anyone else. The activities in the first lesson plan, Ringing in My Ears, demonstrate what Beethoven, an ancient musical instrument, and a secret radio surveillance device from the “How We Spy” gallery at SPY: The Secret World of Espionage all have in common—bone conduction. The second lesson plan is Sampling Steganography. Students will discover the science behind the magic of secret writing by sampling several different formulas for invisible ink as well the methods used to reveal the surreptitious writing to determine which ones would be best for writing a classified message. The dimensions and altitudes of the CIA’s U-2 and A-12 spy plans are used for mathematical exercises on unit conversion
and scale factor in lesson three, Spying from the Stratosphere, which culminates in designing and building a scale model of a spy plane. In the fourth lesson plan, Anonymity, Security, Discipline, the words of former Director of Central Intelligence Richard Helms are examined as a primary source for insight on the role of technology during the Cold War.
After the Classroom Lesson Plans, the Teacher’s Guide contains spy-themed Games and Puzzles for both younger and older students, as well as an Additional Resources section with a Glossary of spy terms and Recommended Reading lists to expand your students’ knowledge of the secret world of espionage. The data found in both the Facts & Figures and the Historical Timeline sections can be used to develop group study aids such as trivia contests, game and quiz shows or a SPY Fact-of-the Day calendar.
We know how important it is to be able to justify field trips and document how instructional time is spent outside of your classroom. To that end, the Teacher’s Guide is directly correlated to both your state curriculum requirements and national content standards.
These education resources can be used before your visit to help prepare students for the teachable moments found throughout the exhibition as well as when you return to school to further explore connections between the educational themes of the exhibition and your classroom instruction. We look forward to seeing you at SPY: The Secret World of Espionage!
A-12The A-12 spy plane
INTR
OD
UC
TIO
N
6
OPERATION FIELD TRIP
Are you ready to be a spy? Gather intelligence during your class visit to SPY: The Secret World of Espionage. As you work through the questions, you will find clues to decode a 31-letter secret message using each of the letters from your answers, from #1 to #31!
1. The US Intelligence Community consists of how many government agencies? g. 3 h. 5 i. 17 j. 20
2. Which of the following steps is not a part of the Intelligence Cycle?
w. extradition x. collection y. analysis z. dissemination
3. Who created the Office of Strategic Services?
a. Franklin D. Roosevelt b. William J. Donovan c. Stella Uzdawinis d. Oleg Penkovskiy
4. Who developed the matchbox camera for OSS operatives to photograph enemy targets?
m. Nikon n. Eastman Kodak o. CIA p. LINOCK
5. How many miles could the Welbike travel on one tank of gas after being dropped by
parachute and deployed in 10 seconds? r. 30 s. 70 t. 90 u. 98
6. Who was Oleg Penkovskiy?
q. a British military intelligence officer who spied for the USSR r. an American military intelligence officer who spied for East Germany s. the Soviet Premier t. a Soviet military intelligence officer who spied for the US and Britain
7. Who photographed Penkovskiy receiving covert radio transmissions from his handlers?
h. KGB i. CIA j. al-Qa’ida k. CORONA
8. What kind of information did Adolf Tolkachev supply to the CIA?
c. letters from President Kennedy to John McCone d. locations of the fake brick dead drops e. details on Soviet aircraft technology and weapons systems f. the Cuban Missile Crisis
9. Which CIA project was codenamed JAWBREAKER?
c. operations against al-Qa’ida and its Taliban supporters after 9/11 d. building the Glomar Explorer e. developing an accurate map for the city of Moscow f. designing a model of the downed U-2 plane
10. What enables downed pilots and other operatives to request aid from locals in enemy
territory? h. Schrade tool i. blood chit j. KH-7 GAMBIT k. the beano grenade
OP
ER
ATI
ON
FIE
LD T
RIP
| O
N-S
ITE
AC
TIV
ITY
7
NAME CLASS DATE
11. What was the cover story for project AZORIAN, the Hughes Glomar Explorer, and the recovery of the Soviet nuclear submarine, K-129? a. a deep-sea mining vessel for billionaire Howard Hughes b. a high-altitude reconnaissance spy plane c. a movie production crew d. a new satellite imagery project
12. When did CIA pilot Hervey Stockman fly the first U-2 reconnaissance flight over the Soviet
Union? s. 1953 t. 1956 u. 1960 v. 1962
13. What is saxitoxin?
l. motorized submersible canoe m. emergency oxygen system n. codename for a special forces team o. lethal shellfish poison
14. How do homing pigeons know where to fly?
a. impulses delivered through a radio receiver b. scientists aren’t certain c. they follow a map d. remote-control microchip implant
15. When was the “Year of the Spy?”
b. 1979 c. 2001 d. 1994 e. 1985
16. In 1993, where did the FBI find the torn-up note CIA mole Aldrich Ames wrote to his
Russian handlers? d. in Ames’ car e. on Ames’ computer f. in Ames’ trash g. at a dead drop site
17. What are coded bursts of data transmitted over prearranged shortwave frequencies?
i. radiograms j. cameras k. challenge coins l. digital steganography
18. What was the insectothopter, the world’s first miniaturized unmanned aerial vehicle (UAV),
designed to resemble? r. dragonfly s. catfish t. typewriter u. cufflinks
19. What was James J. Angleton’s position at the CIA?
p. Director of the OSS r. Directorate of Science & Technology s. Chief of Counterintelligence t. longest serving Director of Central Intelligence
20. What did Soviet fighter pilot Lt. Viktor Belenko bring with him on his dramatic flight to
freedom on September 6, 1976, when he defected to the West? s. his Russian copy of Dr. Zhivago t. his ID, notebook, and jet u. an evacuation photo and map v. the Enigma machine and a secret ring decoder
21. In April 1975, towards the end of the Vietnam War, how did US personnel in Saigon know
when it was time to report to their designated emergency evacuation points? l. They received secretly-photographed documents. m. They waited for a signal from George Kisevalter. n. They recruited Laotian trail watchers to count enemy troops. o. They were instructed to monitor the American Radio Service for a message
OP
ER
ATI
ON
FIE
LD T
RIP
| O
N-S
ITE
AC
TIV
ITY
8
22. For what country did American Ana Belen Montes spy? k. China l. Russia m. US n. Cuba
23. What did American traitor John Walker place at a signal site to let his KGB handler know he
was ready to hide stolen US Navy documents nearby? r. a Sony camcorder s. a sunglasses case t. a 7UP can u. a shoe
24. Who produced the first miniature camera in 1938?
g. Soviet GRU h. Minox i. CIA j. Zvouk
25. Which of these items was used to conceal a camera?
b. lipstick c. glove d. necktie e. all of the above
26. The CIA was able to prove that the bomb that blew up Pan Am flight 103 in 1988 came
from which country? f. USSR g. Libya h. Palestine i. Scotland
27. What did Jerome Alexander make for the CIA?
o. microdot viewers p. evasion maps q. voice changers r. wigs
28. For what was the “flaps and seals tool roll” used?
o. secretly open and read letters sent by mail p. duplicate keys and pick locks q. concealing communication devices in meaningless objects r. none of the above
29. What is a microdot?
s. pocket-sized microscope t. fountain pen u. tiny photo of a document v. escape and evasion map
30. What building was heavily bugged by the KGB while under construction in Moscow during
the 1980s? l. Czech Embassy m. US State Department n. US Embassy o. Soviet Embassy
31. Which small concealment device—used by a Soviet agent in the former West Germany to
communicate with her handler—held tiny, rolled up, OTPs (one-time pads)? a. cinderblock b. compact mirror c. umbrella d. walnut shell
Now it’s your turn!
What 31-letter message from President George W. Bush concerning the war on terrorism in Afghanistan after 9/11 is hidden in the answers to this field trip activity? HINT: Use the letters from each of your answers in order from #1 - #31 to decode this secret message!
OP
ER
ATI
ON
FIE
LD T
RIP
| O
N-S
ITE
AC
TIV
ITY
9
Extraction Demonstration Willis George, a former safe cracker and OSS technical expert demonstrating the use of a letter extractor
Letter Extractor This device enabled the OSS to remove intercepted letters from their envelopes by first rolling them to avoid breaking the seal.
OP
ER
ATI
ON
FIE
LD T
RIP
| O
N-S
ITE
AC
TIV
ITY
10
What do Beethoven, a fork, an ancient musical instrument, and a secret radio surveillance device from the CIA all have in common? The answer is bone conduction! Normally, sound waves travel through the air and into our ears, where they cause our eardrums to vibrate. These vibrations are then transmitted to the inner ear to be converted into signals that the brain perceives as sound. With bone conduction, sound waves bypass the eardrum and travel through the bones of the head directly to the inner ear.
When Beethoven was going deaf, legend has it that he could “hear” his music by holding a stick in his teeth that was connected to his piano while he played. The mouth bow, an ancient musical instrument, uses the principal of bone conduction to make beautiful music—most of which is only heard by the musician playing it. At SPY: The Secret World of Espionage, a common smoker’s pipe is revealed to be a secret counter surveillance device. With a neck loop antenna and body-worn receiver, the pipe allowed an officer to hear nearby hostile radio communications when he bit down on the pipe stem. The sound vibrations passed through his teeth and jawbone until they reached the bones of the inner ear.
Bone conduction also explains why your voice sounds different to you when you hear it as a recording. When it is played back, you are only receiving the sound vibrations through the air by way of your outer ear. When you speak, you hear your voice through both air conduction and bone conduction. Bone and teeth carry low frequency bass sounds better than air and add some resonance to what you hear. In this lesson, you will perform some low-tech experiments to demonstrate how you can hear via bone conduction, just like a spy with a high-tech pipe!
WORDS TO KNOW:conduction, mastoid bone, resonance
SUPPLIES• A fork• Partner• Fishing line, 20” long• Ruler/meter stick• Exacto knife• Piece of wood (or a tree branch), ½” wide/
diameter & 18” long• Sandpaper• Pencil
LESSON 1:RINGING IN MY EARS
Bone Conducting PipeThis subminiature radio receiver, concealed in a modified man’s pipe, used bone conduction.
LESS
ON
1 |
RIN
GIN
G IN
MY
EA
RS
11
NAME CLASS DATE
Physics, Biology, Engineering & Design. Music
PROCEDURE
PART 1
1. Hold the fork between your thumb and forefinger. Strike the fork on a metal surface and hold it near your ear. Can you or your partner hear it? What does it sound like?
2. Repeat the experiment, but place the handle of the fork against the mastoid bone, which is located behind your ear. Perform the experiment a third time, but this time clench the handle of the fork in your teeth.
3. What did you hear? Fill in the chart below and rank the sounds you heard, with 1 being the quietest and 3 being the loudest. What did your partner hear? Fill in this chart with your results.
What did you hear? Sound Volume (3=Loudest) What did your partner hear?
Near YourEar
MastoidBone
Teeth
4. Your partner ”heard” the fork via air conduction for all three trials, meaning the sound waves moved from the fork, through the air, and into his/her ears. Which of your three trials also demonstrated air conduction?
LESS
ON
1 |
RIN
GIN
G IN
MY
EA
RS
12
NAME CLASS DATE
SPY SECRET!The medical community often benefits from technology developed for spying. Not only is bone conduction used in some hearing aids, the lithium-iodine battery that the CIA created in the 1960s to solve the problems of varying reliability and short lifespan of batteries in surveillance devices is now found everywhere from pacemakers to digital cameras.
PART 2
1. Form a mouth bow using the piece of wood or tree branch. First, if you are using a tree branch, make sure there are no side branches or twigs still attached. Use the sandpaper to smooth your bow and eliminate splinters.
2. Using the ruler, measure down one inch from each end of the stick and mark that point with the pencil.
3. Use the Exacto knife with extreme care. Carve notches on both sides of the stick, at each end, at the marked one inch locations. These will form the grooves where you will secure your string on to your bow.
4. Loop one end of the fishing line around in the grooves you carved at one end of the bow and tie it off.
5. While your partner bends and holds the bow in a C-shape, tie the fishing line to the other end, in the grooves you carved. When your partner releases the bow, it should stay in a curved shape, like an archery bow.
6. Now, make some music! To play the mouth bow, put one end up to your mouth. You can either hold it in front of your mouth or press it against your cheek. Keep your mouth wide open and pluck the string. What do you hear? What does your partner hear when you pluck the string?
7. Compose an “Ode to Bone Conduction” on your mouth bow! You can change the notes by changing the shape of your mouth or adjusting the length of the vibrating string.
LESS
ON
1 |
RIN
GIN
G IN
MY
EA
RS
13
NAME CLASS DATE
CLASSROOM EXTENSION ACTIVITIES
• Repeat the experiment with the fork by placing it against other spots on your skull, including your forehead and above your upper lip. Where does it resonate best? Invent a new piece of spy technology that uses your ability to “hear” through your skull!
• Research ways that audiologists and engineers use sound wave conduction through bone—and teeth—to help people who have lost their hearing. How do bone conducting hearing aids differ from the traditional ones?
• Ask your physics or engineering teacher to advise you on designing and building your own personal radio surveillance device that transmits sound via teeth. You may want to start by adapting an existing radio receiver—and don’t forget to include something to bite on!
The necessity of procuring good intelligence is apparent and need not be further urged. All that remains for me to add is, that you keep the whole matter as secret as possible.
George Washington, 1777America’s First Spymaster
LESS
ON
1 |
RIN
GIN
G IN
MY
EA
RS
14
LESSON 2:SAMPLING STEGANOGRAPHY Do you know how to deliver a top-secret message to your contact? A message that could be hidden in plain sight? Through “steganography”—hidden writing—spies can compose secret messages meant only for the sender and recipient. How? By using invisible inks and microdots, for example. At SPY: The Secret World of Espionage, you will see a real handkerchief with invisible ink from the 1960s that was prepared by the BND (Bundesnachrichtendienst), West Germany’s foreign intelligence agency. A chemical applied to reveal part of the message shows a meeting being planned.
In 2010, the CIA approved the release of the US Government’s six oldest classified documents, dating from 1917 and 1918. The documents describe methods of steganography from the First World War, such as secret-writing formulas and letter-opening techniques. They are housed at the National Archives and are believed to have been the only remaining classified documents from the World War I era. These documents include a recipe written in French for a secret ink used by the Germans. Another document, in English, explains how to reveal the invisible German writing.
There are many different recipes for invisible ink that use ingredients ranging from juices you have in your refrigerator to highly toxic chemicals. You may have even already tried some yourself, like the ones using lemon juice. The recipes, or formulas, are often categorized by the ways the secret writing is revealed. Some, like the lemon juice, just need a heat source to reveal the writing. Others only appear under a UV blacklight or when a different chemical (or mix of chemicals) called a “reagent” is applied. A few kinds of ink can be made visible by more than one method and, generally, those revealed by the UV light also work with a heat source.
In this activity, you discover the science behind the magic of secret writing. Your class will create and sample several different formulas for invisible ink as well methods for revealing the secret writing using heat and chemical reagents—like the German handkerchief. Then, you compare inks to determine which methods would be best for writing that top-secret message to your case officer.
WORDS TO KNOW:accelerate, classified, evaporates, oxidize, reagent, steganography, stylus
SUPPLIES• Safety goggles• 9 pieces of white paper• Graph paper• Stylus: toothpicks, thin paint brushes, pipe
cleaners, or cotton swabs• 5 beakers or small bowls• Graduated cylinders or measuring cups• Clock or stopwatch• Water• 2 small sponges• Microwave• pH test strips• Sample Inks:
- Lemon juice- Corn starch solution (5mL corn starch + 60
mL water, microwave 30 sec)- Baking soda solution (60 mL baking soda +
60 mL water)• 100 watt light bulb (NOT a halogen lamp)• Reagents
- Iodine solution (10 drops standard iodine + 20 mL water)
- Grape juice concentrate
HandkerchiefGerman handkerchief with secret message
LESS
ON
2 |
SA
MP
LIN
G S
TE
GA
NO
GR
AP
HY
15
NAME CLASS DATE
Chemistry, Creative Writing
2. Dip your stylus (a writing tool like the toothpick, thin paint brush, pipe cleaner, or cotton swab) into the lemon juice and write secret messages on three different pieces of paper.
3. Wait for the ink on the paper to dry enough that you could fold the paper without smearing your message.
4. Hold one piece of paper with your secret message written in lemon juice over the light bulb. Time how long it takes for the message to be revealed. Record the length of the time in the chart below.
5. Dip a small sponge in the iodine solution and wipe it over your second paper with the secret message written in lemon juice. Be careful not to saturate the paper. Time how long it takes for the message to be revealed. Record the length of the time in the chart below. Be careful—the iodine can stain your clothes and it is poisonous.
6. Dip a small sponge in the grape juice concentrate and wipe it over your third message with the secret message written in lemon juice. Be careful not to saturate the paper. Time how long it takes for the message to be revealed. Record the length of the time in the chart below. Be careful—the grape juice can stain your clothes.
7. Repeat the process with both of the remaining two inks: the cornstarch solution and the baking soda solution. Complete the chart below.
PROCEDURE
1. Pour each of the ink samples and reagents into separate beakers or small bowls. To find out if the ink samples and reagents are acids or bases, use the pH strip to test each one and record its pH in the chart below.
Sample ph Level Acid, Base, or Neutral
Ink:Lemon Juice
Ink:Corn Starch Solution
Ink:Baking Soda Solution
Reagent:Iodine Solution
Reagent:Grape Juice
LESS
ON
2 |
SA
MP
LIN
G S
TE
GA
NO
GR
AP
HY
16
NAME CLASS DATE
8. On the graph paper, create line graphs to illustrate the lengths of time it took the inks to appear for each method used to revealing the secret messages.
9. Which ink produced the quickest and clearest results with heat?
10. Which ink produced the quickest and clearest with Iodine?
11. Which ink produced the quickest and clearest results with grape juice?
12. Which combinations of ink and reagent produced no results? Why, based on what you learned about their pH levels?
13. Do the inks undergo a chemical change or a physical change when they become visible by heat? Visible by the reagents?
Ink Heat Reveal Time Iodine Reveal Time Grape Juice Reveal Time
Lemon Juice
Corn Starch Solution
Baking Soda Solution
LESS
ON
2 |
SA
MP
LIN
G S
TE
GA
NO
GR
AP
HY
17
NAME CLASS DATE
14. Using your chemistry text book to determine their molecular formulas, select one of the reactions that took place and represent it as a balanced equation.
15. Part of being a good spy is the ability to improvise and make use of whatever is at hand. With that in mind, what are the positives and negatives of using an invisible ink that is easy to find?
16. Iodine is a useful item for a counterintelligence team to have on hand. It bonds to starch molecules and thus can be used to reveal secret writing whose ink has any kind of starch in it. If an important message that has been intercepted wasn’t written with a starch-based ink, however, then the iodine won’t work. What else could you use a source of heat to reveal the message? What could you substitute for the grape juice?
15. Which of the inks would you chose to write a message to your case officer at the CIA? Why?
SPY SECRET!It’s hard to believe, but a full page of text could be hiding in the period at the end of this sentence. “Microdots” are tiny photos of documents—so small, less than 1mm, they’re nearly impossible to detect with the naked eye.
LESS
ON
2 |
SA
MP
LIN
G S
TE
GA
NO
GR
AP
HY
18
NAME CLASS DATE
CLASSROOM EXTENSION ACTIVITIES
• Write a short story that tells the background and “life” of the 1960s German handkerchief with invisible writing that is featured at SPY: The Secret World of Espionage. Who wrote the message? Who received the message? What was the meeting about?
• Research and recreate the recipes for invisible inks used by two famous spies in American history: Silas Deane during the Revolutionary War and Elizabeth Van Lew during the Civil War. Then explain the effects their messages had on the outcomes of these conflicts.
• Redesign a common, everyday object that a spy could use to secretly store a supply of invisible ink and the materials needed to reveal secret writing.
• Using your invisible ink, write a coded secret message that a classmate or family member must figure out how to reveal and then decipher.
Stasi Uranus-2 Microdot Camera With microdot cameras, spies can create microscopic photos of secret documents. The ultra-tiny pictures are easy to hide within larger, innocent looking documents or objects. The camera above attached to Minox film cassette and could be concealed inside a matchbox.
Micro Text What looks like a solid line to the casual viewer might contain a hidden messsage. Can you find the hidden microtext on this page?
East German Microdot Viewer Microdots can only be read with high-powered magnifying devices. These range from pocket-sized microscopes to specialized viewers disguised as common objects. The East German microdot viewer shown below is concealed inside a working fountain pen.
CIA Mark IV Microdot Camera Slightly larger than a quarter, this camera could produce 12 microdots on a round film disc. It could be concealed as a coat button.
Actual Size of Microdot
THIS IS AN ENLARGED MICRODOT IMAGE. IF YOU ARE READING THIS, YOU ARE AN ADVANCED STUDENT OF SECRET WRITING. PLEASE CONSIDER A CAREER IN INTELLIGENCE.
LESS
ON
2 |
SA
MP
LIN
G S
TE
GA
NO
GR
AP
HY
19
NAME CLASS DATE
Tattooed Head This Russian spy was caught entering Germany during WW I with secret writing on his scalp.
LESS
ON
2 |
SA
MP
LIN
G S
TE
GA
NO
GR
AP
HY
20
In 1954, President Eisenhower authorized the CIA to develop the U-2 aircraft to collect important information on Soviet military capabilities. The U-2 gave the US a high-altitude reconnaissance aircraft to photograph the Soviet Union from above. Built by Lockheed, the plane was designed to fly beyond the reach of Soviet fighters and missiles. On July 4, 1956, CIA pilot Hervey Stockman flew the first U-2 reconnaissance mission over the USSR and began collecting previously unknown information from its new vantage point in the sky. However, in 1960, the Soviet Union shot down a CIA U-2 plane and President Eisenhower forbade any more U-2 flights over the USSR.
Even before the Soviets shot down the U-2 plane, the CIA began to develop a stealthier replacement—the supersonic A-12. In 1962, the A-12 reconnaissance aircraft made its first official flight. Developed by Lockheed under the codename OXCART, the A-12 cruised at Mach 3—more three times the speed of sound. Its cameras could photograph the ground from 90,000 feet above the Earth. The A-12 set off on its first mission for the CIA in 1967, but flew for the CIA for only one year.
In 1966, President Johnson decided that the US government would use the Air Force’s version of the same aircraft instead, phasing out the A-12 program by 1968. Eventually, in 1974, the CIA transferred the U-2 program to the Air Force as well. You will learn more about the heroic tales of both of these spy planes in the “Where We Spy” gallery at SPY: The Secret World of Espionage.
Although images from satellites would soon become more practical and efficient than overhead photographs from spy planes, the U-2 and A-12 programs both provided vital pieces of information at critical moments of the Cold War in the mid 20th century. In this activity, you will use scale modeling to create your own miniature spy plane.
WORDS TO KNOW:altitude, dimensions, reconnaissance, stratosphere, troposphere, wingspan
LESSON 3:SPYING FROM THE STRATOSPHERE
Gary PowersFrancis Gary Powers piloted the U-2 plane that was shot down in 1960.
A-12 OxcartA-12 Oxcarts in a row
LESS
ON
3 |
SP
YIN
G F
RO
M T
HE
ST
RA
TOS
PH
ER
E
21
NAME CLASS DATE
Mathematics, Scale Models, Unit Conversion
2. Which spy plane… a. is longer? b. is taller? c. has a larger wingspan? d. can fly higher?
3. If 1 mile = 5,280 feet, what are the maximum altitudes of the two planes in miles above the Earth, rounded to the nearest whole number? U-2: A-12:
4. The longest school bus is about 14 meters. Match the planes’ dimensions to their sizes in terms of school buses. Some answers may be used more than once and some may not be used at all. a. over 1 school bus long c. over 3 school buses long b. over 2 school buses long d. less than 1 school bus
PART 1
1. Convert the measurements for the U-2 and A-12 planes to the metric system and complete the empty column in the chart above. Remember: 12 inches = 1 foot = 0.3 meters. Round your answers to the nearest whole number.
Note: Measurements areapproximate
U-2 A-12
US Metric US Metric
Wingspan 105 ft 55 ft, 5 in
Length 63 ft 101 ft, 9 in
Height 16 ft 18 ft, 5 in
Maximum Altitude 70,000 ft 90,000 ft
U-2 A-12
Wingspan
Length
LESS
ON
3 |
SP
YIN
G F
RO
M T
HE
ST
RA
TOS
PH
ER
E
22
NAME CLASS DATE
SPY SECRET!At altitudes above 63,000 feet—without artificial air pressure—human blood bubbles. U-2 pilots wore insulated pressure suits to protect them from depressurization and low temperatures during flight.
PART 2
Engineers use scale models to see how something will look or work before they began building a full-sized version. They are also used for demonstration and illustration when the actual item is too large. At SPY: The Secret World of Espionage, you will see the model of the U-2 plane created by the CIA for pilot Gary Powers to use when he testified to the Senate Armed Services Committee in March, 1962. The wings and tail on the model detach to show how the aircraft broke apart when a Soviet missile exploded nearby, causing the plane to crash over the USSR in 1960.
SCALE MODEL AND FACTORA scale model has the same proportions as the original object, just in a smaller size. For example, if a plane’s wingspan is twice as wide as its length, then that needs to be true whether it is a model used in a court room or the full-sized plane itself. In these activities you will use the dimensions and photographs of the two spy planes above to construct and compare scale models of the CIA’s U-2 and A-12 high–altitude reconnaissance aircraft.
Scale factor is a ratio for the lengths on a scale model that correspond to those of the actual object, written as a fraction. This number tells how many times bigger the real object is, or how many times smaller the model is. For this activity, your ratio will be in centimeters. Each centimeter of your model will represent one meter on the real planes. Since there are 100 centimeters in one meter, your scale factor will be 1/100th the size of the original.
1. If a full-sized model air plane is 72 times larger than the model kit your school’s science club wants to build, what is the scale factor?
2. The wingspan of the retired Concorde supersonic passenger jet was 25.6 m and it was 61.66 m long. If a museum uses a scale factor of 1/50 to design a large model for a display, calculate the wingspan and length of the scale model in centimeters.
3. Your class has been asked to design scale models of the U-2 and A-12 planes for a new exhibition on high-altitude reconnaissance! With the 1/100 scale factor determined above, build the model using arts and crafts supplies and items found at home or around the classroom. Suggested materials include modeling clay, rubber bands, craft sticks, cardboard, cotton balls, Styrofoam, aluminum foil, construction paper, toothpicks, tissue paper, florist wire, feathers, pipe cleaners, straws, hot glue gun, tape, spools, old CDs and DVDs, empty cans and water bottles. Create a museum display of your miniature spy planes in your classroom or school library.
Scale Factor = Model Size
Object Size = 1 cm 1 m = 1 cm
1 m X 100 cm = 1 cm 100 cm = 1
100
LESS
ON
3 |
SP
YIN
G F
RO
M T
HE
ST
RA
TOS
PH
ER
E
23
NAME CLASS DATE
CLASSROOM EXTENSION ACTIVITIES
• Research the aerodynamics and design histories of the U-2 and A-12. What accounts for the dramatic change in the shapes of the two planes?
• Reach higher! Learn more about the layers of the atmosphere above the stratosphere. How high can humans fly above Earth without a space rocket? What dangers are there for humans at such high altitudes? How can these complications be solved or eliminated?
• Compare the flight altitudes of an A-12, U-2, 747 passenger jet, propeller plane, hot air balloon, and blimp. What percentage of the atmosphere is attainable by manned flight?
U-2The CIA’s U-2 high altitude reconnaissance plane
LESS
ON
3 |
SP
YIN
G F
RO
M T
HE
ST
RA
TOS
PH
ER
E
24
NAME CLASS DATE
A “primary source” is a first-hand account of an historical event or time, recorded in the very own words of an eyewitness. Your history book, which is written by scholars about historical events or times, is a “secondary source.” In this lesson, you will read and analyze comments from former DCI (Director of Central Intelligence) Richard Helms about key issues in US intelligence gathering during the 1960s, at the height of the Cold War.
Richard Helms (1913 – 2002) began his career in gathering intelligence for the United States during WWII. He served in the Navy before he was posted to the Secret Intelligence Branch of the OSS (Office of Strategic Services). As Americans celebrated victory in Europe in May 1945, he wrote an emotional letter to his young son, Dennis, on a sheet of Adolf Hitler’s personal stationery. His words captured the meaning of the war for the OSS and many others who fought against Hitler during that time. You will see this recently-discovered letter when you visit “The Vault” at SPY: The Secret World of Espionage.
After the war, Richard Helms first worked for the OSO (Office of Special Operations) and then he moved to the CIA in 1947. He became Deputy Director of Central Intelligence at the Agency in 1965 and, from 1966 to 1973, served as the DCI. Following his CIA career, Helms was the US Ambassador to Iran. In 1983, Helms was honored with the prestigious William J. Donovan Award at the Veterans of the OSS Dinner in Washington, DC, for his distinguished service to the United States of America. The passages below are from Helms’ award acceptance speech, “We Believed in Our Work.” In the introduction to this speech, he refers to the then-Vice President (and future President), George H.W. Bush, who was also DCI (1976 – 1977) and received the Donovan award himself in 1991. Other award winners include President Dwight D. Eisenhower, in 1965, and the astronauts of Apollo 11 in 1970.
In addition to the letter Helms wrote to his son from Berlin in 1945, there are other connections between the comments Helms makes in this acceptance speech and the one-of-a-kind artifacts, historical events, and key biographies highlighted at SPY: The Secret World of Espionage. Look for fascinating insight into the Cuban Missile
Crisis, meet Russian agents Pyotr Popov and Oleg Penkovsky, and discover the importance of HUMINT (human intelligence)—as Helms so eloquently states, “Gadgets cannot divine man’s intentions.” He also reminds us that the work of the Intelligence Community is ultimately directed by the needs of the President. After reading excerpts from his speech below, answer the questions that follow.
WORDS TO KNOW:adversaries, apparatus, ballistic, clandestine, contending, defector, disparage, distortion, fallacy, formidable, Kremlin, provincial, Soviet Bloc
LESSON 4:ANONYMITY, SECURITY, DISCIPLINE
Helms LetterThe letter Richard Helms wrote to his son, Dennis, during World War II
Cuban Missile CrisisPhotograph of Soviet Missiles on Cuba, 14 October 1962
LESS
ON
4 |
AN
ON
YM
ITY,
SE
CU
RIT
Y, D
ISC
IPL
INE
25
NAME CLASS DATE
History, Civics, Primary Sources, Computer Science
24 MAY 1983: WE BELIEVED IN OUR WORK
“Gadgets Cannot Divine Man’s Intentions”Many who had served in OSS became the foundation of the operational or clandestine section of the new CIA when its doors opened in September 1947. We had been trained to work against the Nazis, the Japanese, the Italians, and we had done so. Now we were to confront the Eastern Bloc, adversaries little understood but certainly tough, at least in the intelligence field. Then came the People’s Republic of China. For some years we used the same methods, learned from the British in World War II, that had been tried and proven. But the Soviet Bloc in peacetime, particularly the Russians themselves—suspicious, disciplined, possessed of a formidable security police—proved a tough nut to crack. Then in the late fifties technology came to the rescue. The U-2 [spy plane] brought photographs with a mind-boggling volume of detail on Soviet arms and weapons systems, and the intelligence explosion of the century was on, a relentless stream of detailed data which turned analytical work on these so-called “denied areas” from famine to feast. Our best Russian agents, Popov and Penkovskiy, suddenly seemed pale and inadequate.
But with the passage of time a distortion threatened to change the character of our work. The collectors with technical gadgets began to disparage the efforts of the human collectors. The new cry from the gadgeteers was, “Give us the money and leave it to us.” And indeed, why take risks running spies when gadgets would tell you what you wanted to know? But therein lay a fallacy. And the debate over the elements of that fallacy is with us today and will inevitably crop up from time to time in the future. Why? Because gadgets cannot divine man’s intentions. Even if computers can be programmed to think, they will not necessarily come to the same conclusion as Mr. Andropov. And if they should, how would we know? There is no substitute for old-fashioned analysis performed by old-fashioned brain power any more than there is a substitute for sound judgment based on adequate facts….
If there is a weakness in our intelligence apparatus, it is in our ability to figure out what the leaders of a foreign power are going to do in any given situation. For example, it is open knowledge in our government that we do not know how the Saudi royal family arrives at its decisions. The same applies to the Russian leadership. In that case we may not even divine for some time that a decision was made, let alone the nature of it. Arkady Shevchenko, the Russian defector from the United Nations, recently wrote that American followers of Kremlin politics have a regrettable lack of understanding about how the Soviet leaders think, how they act behind the scenes and how they make decisions. … I could go on and on, but you have my point. As a country we must develop a far deeper knowledge of other peoples’ culture, religion, politics than we possess today. Believe it or not, we are still essentially a provincial nation.I recognize that my formulation here is in extreme shorthand, but there can be no denying that the underlying concept is sound and important. But back to the interplay between humans and gadgets. Let me now use as examples events involving Cuba and the United States in the early sixties.
“The President Needs Hard Evidence”What is today known as the Cuban Missile Crisis occurred in October 1962. As you will recall, Mr. Khrushchev attempted to sneak into Cuba intermediate range ballistic missiles which could easily reach the heartland of America. This action jolted President Kennedy, who had been assured by his Russian experts (diplomatic, military, intelligence) that the Soviets would never make such a rash move. Agents had reported seeing missiles on the island, as had refugees fleeing to Florida. But it was not until a reluctant government resumed U-2 flights over Cuba that the photographs showed unquestionably that missile sites were being built and that missiles had indeed arrived on the island. The so-called “hard evidence” was at hand. President Kennedy’s success in getting the Russians to withdraw the missiles and the bombers is public history. But it took the combined efforts of human and technical resources to make the case convincingly to a skeptical world….
LESS
ON
4 |
AN
ON
YM
ITY,
SE
CU
RIT
Y, D
ISC
IPL
INE
26
NAME CLASS DATE
“Integrity with Each Other”In conclusion, I want to pay heartfelt tribute to the friends and colleagues with whom I shared the long road which started in OSS and ended ten years ago at CIA. My son, Dennis, had an intern job at the Agency one summer while he was in college. He said to me one evening. “Dad, you are very lucky to be working at CIA.” “Why?” I inquired. His answer I’ve never forgotten: “Because the people there are so civilized.” That was my experience in OSS as well. With few exceptions these men and women stood up to the stern challenge of anonymity, security, and discipline.
UNDERSTANDAnswer questions #1 – 10 with Helms’ own words, copied directly from the speech above.
1. Who had the OSS officers been trained to fight?
2. Why was it particularly difficult to learn what was going on in the Soviet Bloc in peacetime?
3. How did technology come to the rescue in the 1950s?
4. Why did Helms advise against relying only on technology and gadgets for collecting information?
5. What did Helms believe was the weakness in US intelligence gathering?
6. How did Arkady Shevchenko characterize Americans’ understanding of Kremlin politics?
LESS
ON
4 |
AN
ON
YM
ITY,
SE
CU
RIT
Y, D
ISC
IPL
INE
27
NAME CLASS DATE
7. Why did Helms describe the US as “provincial nation” at that time?
8. What group of people assured President Kennedy that the Soviets would not put missiles in Cuba that could reach the US?
9. What human sources claimed that missiles were present on Cuba?
10. How did technology provide the hard evidence needed by President Kennedy in 1962 in order to decide on a course of action?
REFLECTION AND DISCUSSION
The primary source you just read is from 1983. How many of the concepts Helms discussed do you think still apply today?
11. Does Helms’ warning against relying too much on technology remain true today? Do you think the advances in technology since 1983 have negated this issue? Why or why not?
12. Does the US still struggle to figure out what the leaders of a foreign power are going to do in any given situation? Why or why not?
LESS
ON
4 |
AN
ON
YM
ITY,
SE
CU
RIT
Y, D
ISC
IPL
INE
28
NAME CLASS DATE
13. While the Soviet Union no longer exists, are there still parts of the world where the US has “a regrettable lack of understanding” of how the “leaders think, how they act behind the scenes and how they make decisions?”
14. Identify other events in world history—some of which you may have learned about during your field trip to SPY: The Secret World of Espionage—where the combination of human and technological intelligence gathering both played a critical role.
SPY SECRET!Pyotr Popov was the first Soviet military intelligence officer (GRU) to spy for America. He revealed the identities of hundreds of GRU officers stationed in the West and around the world.
LESS
ON
4 |
AN
ON
YM
ITY,
SE
CU
RIT
Y, D
ISC
IPL
INE
29
NAME CLASS DATE
CLASSROOM EXTENSION ACTIVITIES
• Set up a chess tournament in your class between student players and computer chess game programs (ask your advanced computer science students to design the game themselves!). Keep track of who wins the most matches and then graph the results. Who, or what, is “smarter?” Humans or computers? Was Helms right after all? What other games have been played between computers and humans?
• Richard Helms is a well-known figure in CIA history. Many men and women who work at the CIA are heroes because the work they do saves lives but their names will never be known by the rest of the world due to the very nature of their job. Do you think you would be able to work silently behind the scenes, and never receive public credit for your accomplishments? Why or why not? Have you or anyone you know ever been in a situation like this?
It is, of course, a great source of strength to me to know that we have such dedicated and skilled men and women in the service of our Nation in these times of peril.
President John F. Kennedy, 9 January 1963
LESS
ON
4 |
AN
ON
YM
ITY,
SE
CU
RIT
Y, D
ISC
IPL
INE
30
NAME CLASS DATE
GAMES AND PUZZLES
NAME CLASS DATE
HOW SPIES SPY: CRYPTOGRAM LEVEL 1
As a spy, passing secrets to your case officer is essential. But meeting in person can blow your cover. Intelligence agencies devise ingenious methods of covert communication—COVCOM—to exchange info and supplies. What happens if an enemy intercepts a crucial message from a spy to their handler? Game over? Not if the spy employed a code or cipher to make the message unreadable to outside eyes.
Using the clues provided, decipher the message below, in which each letter of the alphabet has been replaced by a random number.
SPY SECRET!The prefix “crypto” comes from Greek word for hidden or secret so “cryptogram” means a hidden or secret message. What does cryptonym mean? It is a hidden or secret name.
A B C D E F G H I J K L M
83 61
N O P Q R S T U V W X Y Z
18 87
37 18 59 61 18 95 83 18 59 59 78 74 12 37 20
95 28 18 59 83 18 78 74 20 28 12 61 37 20 81 61
83 18 58 97 87 46 28 61 28 46 97 18 74 20
61 23 12 37 20 46 74 36 59 18 28 61
O E O E 20 81 61
C O
C O O E
C O W OE
E EO
‘
GA
ME
S A
ND
PU
ZZ
LES
| C
RY
PTO
GR
AM
LE
VE
L 1
31
GAMES AND PUZZLES
NAME CLASS DATE
HOW SPIES SPY: CRYPTOGRAM LEVEL 2
As a spy, passing secrets to your case officer is essential. But meeting in person can blow your cover. Intelligence agencies devise ingenious methods of covert communication—COVCOM—to exchange info and supplies. What happens if an enemy intercepts a crucial message from a spy to their handler? Game over? Not if the spy employed a code or cipher to make the message unreadable to outside eyes. Using the clues provided, decipher the message below, in which each letter of the alphabet has been replaced by a symbol.
SPY SECRET!This cryptogram’s symbols are actually letters from the Cyrillic alphabet, which is the alphabet used in many of the formerly Communist countries considered enemies of the US during the Cold War.
A B C D E F G H I J K L M
Ҷ
N O P Q R S T U V W X Y Z
Ҳ Ѱ
0 1 2 3 4 5 6 7 8 9
Ѧ Д
Ӏ Ӗ Ӄ Ҷ Ҩ Ӛ Һ Ѱ Ӝ Ұ Ӄ Ӿ Һ Ӄ Һ Ө Ӿ
Я Д Д Я Ѱ Ӗ Ӄ Ӿ Ӏ Ӗ Ӄ Ҳ Ҭ Ҭ Ұ
Һ Ө Ҭ Ҭ Ҩ Ӛ Ҏ Ӄ Һ Ө Ӿ Ӏ Ҩ Я Ѧ
Ҭ Ҩ Ҏ Ӄ Ұ Ӄ Ө Ӣ Ӿ Ӿ Ӝ Ӏ Ө Ҩ Ӿ Ҭ
GA
ME
S A
ND
PU
ZZ
LES
| C
RY
PTO
GR
AM
LE
VE
L 2
32
GAMES AND PUZZLES
NAME CLASS DATE
WHERE SPIES SPY: WORD SEARCH LEVEL 1
One of the galleries at SPY: The Secret World of Espionage illustrates the concept that spying goes on literally everywhere… on land, in the air, in space, and under the sea. In this puzzle, you will track down real cryptonyms once used by the CIA for key locations. We’ve also included the places they represented in parentheses, but you will only be searching for the city cryptonyms.
DTTHICK (Hamburg, Germany) HTOXIDE (London, United Kingdom)
FJROWDY (Stockholm, Sweden) LCLEMUR (Vienna, Austria)
HTEXOTIC (Munich, Germany) WSCORNY (Berlin, Germany)
HTKEEPER (Mexico City, Mexico) ZRMETAL (Washington DC, USA)
C X F N G Z X K Z T Z N L S
L I P C Y E C C Q P M N C R
L U T L Y I V C O Q Y V L A
P M U O H F G Y F S N U E J
Z B Q T X K Q X V Z R W M R
S J T A C E V V U U O X U H
T D M H L B T U R P C E R I
H T O X I D E H I Z S T S Q
Q K R C G C L P R S W S B Q
U A S E G H H M U W X J G G
V T Q B A Z E N V S M W S L
M S Q R U T O C J N D K D Q
L P B K A F J R O W D Y R Y
H H P L P E F M I G J A D M
R E P E E K T H B B Z C Q F
SPY SECRET!During the Cold War, Germany was divided into two separate countries. Hamburg and Munich were in West Germany (Federal Republic of Germany) and Berlin was in East Germany (German Democratic Republic). However, while Berlin was in East Germany, the city itself was divided into different sectors for East and West.
GA
ME
S A
ND
PU
ZZ
LES
| W
OR
D S
EA
RC
H L
EV
EL
1
33
GAMES AND PUZZLES
NAME CLASS DATE
WHERE SPIES SPY: WORD SEARCH LEVEL 2
One of the galleries at SPY: The Secret World of Espionage illustrates the concept that spying goes on literally everywhere… on land, in the air, in space, and under the sea. In this puzzle, you will track down real cryptonyms once used by the CIA for key locations. We’ve also included the places they represented in parentheses, but you will only be searching for the country cryptonyms.
CKPOLAR (USSR) HBHATCH (Latvia) MHHARSH (USSR)DTFROGS (El Salvador) HTPLUME (Panama) PBCHUTE (Lithuania)FJHAKI (Estonia) JBCLOUD (Latvia) SGCIDER (Germany)FJSTEAL (USSR) KMFLUSH (Nicaragua) TPSTALL (USSR)HBCHEST (Sweden) KMPAJAMA (Mexico) WSBURNT (Guatemala)HBFAIRY (France) LCPANGS (Costa Rica) WSHOOFS (Honduras)
SPY SECRET!In countries where the CIA had particular concerns during the Cold War, more than one code name was often used. The USSR shows up on this list four times!
Y D F B O H H M X A S N D L T V H D I W Q R M
T U D U U B H H M D M U X C Y R S Y S W N X H
M D W O C H U A Q G O X P P D L N H N I B Q H
L S B H A F J O T L I O C A E G O T L T L O A
D X E R J A H R C P X J M N R O D K D F M F R
C S S H P R P B Y E J E P G F Z A I L J U P S
T H A M Y S J I M E Z R Q S H Q S N V S T O H
O K K Y R G Y A V M U T M Z Z N J T N T J O L
I F F E E H T P B U W S W M Y K U X J E G Y J
U I N Z H W D Y R L B S T S K M P A J A M A B
F W H U D V Q L M P G L B C B Y N S C L K P G
H T S B S P T C X T G T N U Q Y I W E R M X V
J F N P C C G D T H V X U Q R C G M R S O E Y
W A F C J T P S T A L L J X M N A Y E D Q D B
D T F P Z B X F B B L H E D J X T K D S I H W
U T O E W S T F V E E D L M F L C R I T M I T
K Z F E T U H C B P D O I P G O M E C Y E H Y
H K W R V G O Z Q K M F L U S H B Q G E B C O
I C C K O G O G X I T M K S D W U Z S H K R T
S D X E L G G Y R I A F B H L B W C A N G A A
Z C U A L G S G B Q Q J B Z C A O T F M V Z M
D F I B B D D E G X A F A Z U G C K P O L A R
M H G N I B G X A F Y D T Z A H N I M J C I I
GA
ME
S A
ND
PU
ZZ
LES
| W
OR
D S
EA
RC
H L
EV
EL
2
34
GAMES AND PUZZLES
NAME CLASS DATE
SPY SECRET!The spy names used in this puzzle were real spies during the American Civil War.
WHO SPIES: LOGIC PUZZLE LEVEL 1
Logic puzzles are a fun way to practice critical thinking skills and key math concepts. The trick to solving a logic puzzle is to narrow down your options and use your deductive reasoning skills—a very important skill for a spy!
Start eliminating options by following the clues in the logic puzzle that clearly state if something is not true and placing an “X” in the appropriate box. Slowly but surely, you will begin narrowing down the possibilities. When you finish all the clues and still haven’t completed the logic puzzle, read through the clues one at a time again. Once you make some basic deductions, you will be able to learn new things and come closer to solving the puzzle. Select Level 1 or Level 2 (or both!) and start thinking logically!
After working abroad as the case officer for a major secret operation for a year, you have just been recalled to CIA Headquarters to start a new project. Before you leave, however, you must organize the files on your covert field agents’ identities. Three people need to have their real names matched with the continent where they worked and the jobs they had while staying undercover.
Jobs:• Translator for a company with offices worldwide• University professor• Newspaper journalist
Names:• M.E. Bowser• L.P. Blackburn• R.O. Greenhow
Continents:• Africa • Europe • South America
CLUES
1. M.E. Bowser is has not been living in Africa.
2. R.O. Greenhow is not working as a university professor.
3. The agent working as a translator lived in Europe.
4. L.P. Blackburn was stationed in Africa.
5. The agent from South America is not working as a journalist.
GA
ME
S A
ND
PU
ZZ
LES
| L
OG
IC P
UZ
ZL
E L
EV
EL
1
35
GAMES AND PUZZLES
NAME CLASS DATE
JOB CONTINENT
Translator Professor Journalist Africa Europe South America
NA
ME
M.E. Bowser
L.P. Blackburn
R.O. Greenhow
CON
TIN
ENT
Africa
Europe
South America
GA
ME
S A
ND
PU
ZZ
LES
| L
OG
IC P
UZ
ZL
E L
EV
EL
1
36
GAMES AND PUZZLES
WHO SPIES: LOGIC PUZZLE LEVEL 2
Logic puzzles are a fun way to practice critical thinking skills and key math concepts. The trick to solving a logic puzzle is to narrow down your options and use your deductive reasoning skills—a very important skill for a spy!
Read the “Steps for Solving a Logic Puzzle” section to help you solve this advanced logic puzzle. Remember to narrow down your options using your critical thinking skills. One clue has been marked on the puzzle to get you started and a chart is provided for you to keep track of your deductions!
After living and working abroad as the case manager for a major clandestine operation for a year, you have just been recalled to CIA Headquarters to head up a new project. Before you leave your current post, however, you must organize top-secret files on your covert field agents’ identities for your successor. Four people need to have their real names matched with their code names, the continent where they worked, and the jobs they had while staying undercover.
NAME CLASS DATE
Real names:• L.P. Blackburn• R.O. Greenhow• M.E. Bowser• W.A. Lloyd
Continents:• Europe• Asia • Africa• South America
Code names:• LOVELL• DEFLOREZ• DRUM• DONOVAN
Jobs:• Officer manager at an embassy• Journalist for an international news agency• University professor• Translator at a multinational corporation
STEPS FOR SOLVING A LOGIC PUZZLE
1. Read through the entire list of clues first before making any marks on your chart.
2. Eliminate options by following the clues, one by one, and looking for definitive statements. If a connection is stated explicitly in the clues, then mark it on the chart. For example, the first clue states that the spy whose real name is M.E. Bowser does not go by the code name LOVELL. Find the box on the chart where “M.E. Bowser” and “LOVELL” intersect, and you will see an X marked.
3. Mark all the obvious questions stated in the rest of the clues, the same way you did in the step above. For example, Clue #8 states that the spy whose real name is L.P. Blackburn is working as a journalist for an international news agency. Find the box on the chart where “L.P. Blackburn” and “Journalist” intersect. Put a check mark in that square. You can then put an X in the boxes that show no other spy is posing as the journalist, and that L.P. Blackburn does not use the other cover stories.
4. Eventually, you will begin narrowing down your fields and some answers will become obvious as other options are eliminated.
5. After all the obvious connections have been made, reread the list of clues, keeping in mind what you know now. For example, Clue #9 says L.P. Blackburn does not live in Asia and does not go by the codename DRUM. You also know that L.P. Blackburn is the international journalist. Therefore, neither DRUM nor the person in Asia can be the journalist and you can put an X in the appropriate boxes.
6. You may need to read through your clues many times. Be diligent! If you get stuck, check your chart to see if any connections have revealed themselves. Look for tricky language in the clues, too. Good luck!
GA
ME
S A
ND
PU
ZZ
LES
| L
OG
IC P
UZ
ZL
E L
EV
EL
2
37
GAMES AND PUZZLES
NAME CLASS DATE
SPY SECRET!The “real names” used in this puzzle all come from real spies during the Civil War. The “code names” are the last names of key people from the early days of the CIA.
CLUES
1. The agent whose real name is M.E. Bowser does not go by the code name LOVELL.
2. Of LOVELL and DEFLOREZ, one is undercover as a journalist for an international news agency and the other is actually named R.O. Greenhow.
3. The agent who lives in Asia is not R.O. Greenhow and does not use the code name DEFLOREZ or DONOVAN.
4. L.P. Blackburn has been living either in Europe or Asia.
5. Neither W.A. Lloyd nor R.O. Greenhow uses the code name LOVELL.
6. The agent who works as a university professor is in South America.
7. DRUM has never been to Europe.
8. L.P. Blackburn is a journalist for an international news agency.
9. L.P. Blackburn does not live in Asia and does not go by the code name DRUM.
10. DONOVAN, who has been working in Africa, was either as an embassy office manager or a journalist, but is not the corporate translator, whose real name is W.A. Lloyd.
Real Name Code Name Continent Job
GA
ME
S A
ND
PU
ZZ
LES
| L
OG
IC P
UZ
ZL
E L
EV
EL
2
38
NAME CLASS DATE
GAMES AND PUZZLES
CODE NAME REAL NAME CONTINENT
LOV
ELL
DEF
LORE
Z
DRU
M
DO
NO
VAN
L.P.
Bla
ckbu
rn
R.O
. Gre
enho
w
M.E
. Bow
ser
W.A
. Llo
yd
Euro
pe
Asi
a
Afr
ica
Sout
h A
mer
ica
JOB
Office Manager
Journalist
Professor
Translator
CON
TIN
ENT
Europe
Asia
Africa
South America
REA
L N
AM
E
L.P. Blackburn
R.O. Greenhow
M.E. Bowser X
W.A. LloydG
AM
ES
AN
D P
UZ
ZLE
S |
LO
GIC
PU
ZZ
LE
LE
VE
L 2
39
ANSWER KEYS
FIELD TRIP ACTIVITY
1.i, 2.w, 3.a, 4.n, 5.t, 6.t, 7.h, 8.e, 9.c, 10.i, 11.a, 12.t, 13.o, 14.b, 15.e, 16.f, 17.i, 18.r, 19.s, 20.t, 21.o, 22.n, 23.t, 24.h, 25.e, 26.g, 27.r, 28.o, 29.u, 30.n, 31.d
“I want the CIA to be first on the ground.”
LESSON 1
3. Near your ear should be quietest. Mastoid bone or teeth should be loudest. Partner probably didn’t hear much of anything.
4. Near your ear
LESSON 2
1. Acids = lemon juice, grape juice, iodine solution; base = baking soda solution; neutral = cornstarch solution
9. Lemon juice10. Cornstarch solution11. Baking soda solution12. The juices, lemon & grape, are both acids13. Both are chemical changes15. Answers will vary. May include: doesn’t require complicated ingredients, but also easy to reveal16. Answers will vary. For heat, may include: hair dryer, oven/stove, radiator, candle. For grape juice,
may include other dark acidic fruits or vegetable extracts.
LESSON 3
PART 11. U-2: wingspan = 32m, length = 19m, height = 5m, max altitude = 21,212m
A-12: wingspan = 17m, length = 31m, height = 6m, max altitude = 27,432m2. (a) A-12; (b) A-12; (c) U-2; (d) A-123. U-2 = 13 miles; A-12 = 17 miles
4. U-2 A-12 Wingspan b. a. Length a. b.
PART 21. 1/722. wingspan = 0.5 m = 50 cm; length = 1.2 m = 120 cm
AN
SWE
R K
EY
S
40
ANSWER KEYS
LESSON 4
1 “the Nazis, the Japanese, the Italians,”2. while the west was still using methods “learned from the British in WWII,” the Soviet Bloc was
“suspicious, disciplined, possessed of a formidable security police”3. “The U-2 brought photographs with a mind-boggling volume of detail on Soviet arms and weapons
systems”4. “Because gadgets cannot divine man’s intentions”5. “our ability to figure out what the leaders of a foreign power are going to do in any given situation”6. “a regrettable lack of understanding about how the Soviet leaders think, how they act behind the
scenes and how they make decisions.” 7. Because they needed to “develop a far deeper knowledge of other peoples’ culture, religion,
politics”8. “his Russian experts (diplomatic, military, intelligence)”9. “Agents had reported seeing missiles on the island, as had refugees fleeing to Florida. “ 10. “ U-2 flights over Cuba… the photographs showed unquestionably that missile sites were being
built and that missiles had indeed arrived on the island.” 11. – 14. Answers will vary
CRYPTOGRAMS
Level 1: Some of the communist countries from the Cold War don’t exist anymore.Level 2: The Cold War ended in 1991when the USSR dissolved into 15 sovereign nations.
WORD SEARCHES
LEVEL 1
C X F N G Z X K Z T Z N L S
L I P C Y E C C Q P M N C R
L U T L Y I V C O Q Y V L A
P M U O H F G Y F S N U E J
Z B Q T X K Q X V Z R W M R
S J T A C E V V U U O X U H
T D M H L B T U R P C E R I
H T O X I D E H I Z S T S Q
Q K R C G C L P R S W S B Q
U A S E G H H M U W X J G G
V T Q B A Z E N V S M W S L
M S Q R U T O C J N D K D Q
L P B K A F J R O W D Y R Y
H H P L P E F M I G J A D M
R E P E E K T H B B Z C Q F
AN
SWE
R K
EY
S
41
ANSWER KEYS
LEVEL 2
LOGIC PUZZLES
LEVEL 1M.E. Bowser = professor = South AmericaL.P. Blackburn = journalist = AfricaR.O. Greenhow = translator = Europe
LEVEL 2M.E. Bowser = DONOVAN = Africa = office managerL.P. Blackburn = LOVELL = Europe = journalist R.O. Greenhow = DEFLOREZ = South America = professorW.A. Lloyd = DRUM= Asia = translator
Y D F B O H H M X A S N D L T V H D I W Q R M
T U D U U B H H M D M U X C Y R S Y S W N X H
M D W O C H U A Q G O X P P D L N H N I B Q H
L S B H A F J O T L I O C A E G O T L T L O A
D X E R J A H R C P X J M N R O D K D F M F R
C S S H P R P B Y E J E P G F Z A I L J U P S
T H A M Y S J I M E Z R Q S H Q S N V S T O H
O K K Y R G Y A V M U T M Z Z N J T N T J O L
I F F E E H T P B U W S W M Y K U X J E G Y J
U I N Z H W D Y R L B S T S K M P A J A M A B
F W H U D V Q L M P G L B C B Y N S C L K P G
H T S B S P T C X T G T N U Q Y I W E R M X V
J F N P C C G D T H V X U Q R C G M R S O E Y
W A F C J T P S T A L L J X M N A Y E D Q D B
D T F P Z B X F B B L H E D J X T K D S I H W
U T O E W S T F V E E D L M F L C R I T M I T
K Z F E T U H C B P D O I P G O M E C Y E H Y
H K W R V G O Z Q K M F L U S H B Q G E B C O
I C C K O G O G X I T M K S D W U Z S H K R T
S D X E L G G Y R I A F B H L B W C A N G A A
Z C U A L G S G B Q Q J B Z C A O T F M V Z M
D F I B B D D E G X A F A Z U G C K P O L A R
M H G N I B G X A F Y D T Z A H N I M J C I I
AN
SWE
R K
EY
S
42
ADDITIONAL RESOURCESRECOMMENDED READING: SPY 101
Consult these books to learn more about the secret world of espionage. Create your own spy library to build on what you learned during your field trip and to explore the politics, people, science, and technology behind real-life spying.
GRADES 3 - 5Alexa, Rose. Spy Games: PACK-tivities. Downtown BookWorks, 2012.Earnest, Peter & Suzanne Harper. The Real Spy’s Guide to Becoming a Spy. Abrams Books for Young
Readers, 2009.Guillain, Charlotte. Sneaky Spies (War Stories). Heinemann-Raintree, 2011.Janeczko, Paul B. Top Secret: A Handbook of Codes, Ciphers and Secret Writing. Candlewick, 2006.King, Bart. The Big Book of Spy Stuff. Gibbs Smith, 2011.Mitchell, Susan K. Spy Gizmos and Gadgets (Secret World of Spies). Enslow Publishers, 2011.Mitchell, Susan K. Spies, Double Agents, and Traitors (Secret World of Spies). Enslow Publishers, 2011.Timblin, Stephen. Spy Technology (Spies and Spying). Smart Apple Media, 2010.
GRADES 6 – 8Beck, Esther. Cool Spy Supplies: Fun Top Secret Science Projects (Cool Science). Checkerboard Books,
2007.Bursztynski, Sue. It’s True! This Book is Bugged. Annick Press, 2007.DK Publishing. Top Secret. DK Children, 2011.Fridell, Ron. Spy Technology (Cool Science). Lerner Publications, 2006.Gifford, Clive. Spies. Kingfisher, 2006.Hunter, Ryan Ann. IN DISGUISE!: Stories of Real Women Spies. Beyond Words Publishing, 2003.Owen, David. Spies: The Undercover World of Secrets, Gadgets and Lies. Firefly Books, 2004.Price, Sean. Top Secret: Spy Equipment and the Cold War (Raintree Fusion: American History Through
Primary Sources). Heinemann-Raintree, 2007.
GRADES 9 – 12Dulles, Allen. The Craft of Intelligence. Manas Publications, 2007.Graham, Brad. 101 Spy Gadgets for the Evil Genius, 2nd Ed. McGraw Hill, 2011.Kalugin, Oleg. Spymaster: My 32 years in Intelligence and Espionage Against the West. Basic Books,
2009.Lowenthal, Mark. Intelligence: From Secrets to Policy, 5th ed. CQ Press College, 2011.Macrakis, Kristie. Seduced by Secrets: Inside the Stasi’s Spy-Tech World. Cambridge University, 2008.Mahle, Melissa Boyle. Denial and Deception: An Insider’s View of the CIA from Iran-Contra to 9/11. Nation
Books, 2004.Martin, David C. Wilderness of Mirrors: Intrigue, Deception, and the Secrets that Destroyed Two of the Cold
War’s Most Important Agents. Lyons, 2003.McIntosh, Elizabeth. Sisterhood of Spies: The Women of the OSS. Naval Institute Press, reprint ed., 2009.Melton, H. Keith. Ultimate Spy: Inside the Secret World of Espionage. DK Adult, 2002.Melton, H. Keith & Robert Wallace. Spycraft: The Secret History of the CIA’s Spytechs, from Communism to
Al-Qaeda. Plume, 2009.Polmar, Norman & Thomas Allen. Spy Book: The Encyclopedia of Espionage, 2nd ed.. Random House,
2004.
AD
DIT
ION
AL
RE
SOU
RC
ES
| L
RE
CO
MM
EN
DE
D R
EA
DIN
G: S
PY
10
1
43
This section is a convenient classroom reference tool with overviews and related facts and figures about the CIA. First, you will see a list of the various clandestine intelligence services that existed in the United States before the CIA was created in 1947. The second chart describes all of today’s members of the Intelligence Community and their contributions to the national security of the US. The next chart lists the US presidents in office since the Director of Central Intelligence position was created in 1946, as well as the people who served as in the position of Director while each president was in office. Finally, the five steps of the Intelligence Cycle, including the six basic intelligence sources, are explained.
TEACHERS:
• Reproduce a set of charts for each student to prepare for a class visit to SPY: The Secret World of Espionage or to review in a study group when they return to school
• Create posters for your classroom
• Use the data in the charts to develop group study aids such as trivia contests, game and quiz shows or a SPY Fact-of-the Day calendar
ADDITIONAL RESOURCESFACTS & FIGURES: DELIVERING DATA
In the field of intelligence we always find that the failures are those that are publicized. Its successes, by definition, must always be secret, and in this area there are many successes and particularly ones for which this agency can be very proud.
President Richard M. Nixon
AD
DIT
ION
AL
RE
SOU
RC
ES
| F
AC
TS
& F
IGU
ER
S: D
EL
IVE
RIN
G D
ATA
44
A list of the various clandestine intelligence services that existed in the United States before the CIA was created in 1947.
*from: Robert Wallace & H. Keith Melton. Spycraft: The Secret History of CIA’s Spytechs from Communism to Al-Qaeda. Penguin Group, 2008.
Organization Began Ended
Coordinator of Information (COI) July 1941 June 1942
Office of Strategic Services (OSS) June 1942 October 1945
Strategic Services Unit (SSU) October 1945 October 1946
Central Intelligence Group (CIG) January 1946 September 1947
Office of Special Operations (OSO) July 1946 September 1952
Central Intelligence Agency (CIA) September 1947
ADDITIONAL RESOURCESUS CLANDESTINE SERVICES*
AD
DIT
ION
AL
RE
SOU
RC
ES
| U
S C
LA
ND
ES
TIN
E S
ER
VIC
ES
45
The Intelligence Community (IC) is a federation of executive branch agencies and organizations that work separately and together to conduct intelligence activities necessary for the conduct of foreign relations and the protection of the national security of the United States. These intelligence offices/agencies participate in Intelligence Community activities and serve to support the other efforts of their department.
ADDITIONAL RESOURCESTHE INTELLIGENCE COMMUNITY
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
HE
INT
EL
LIG
EN
CE
CO
MM
UN
ITY
46
(Center)
ODNI Office of the Director of National Intelligence Oversees and coordinates the activities of the Intelligence Community
(Clockwise from the top)
CIA Central Intelligence Agency Collects and analyzes foreign intelligence for US policymakers; conducts covert missions at the direction of the President
AFISRAAir Force Intelligence, Surveillance & Reconnaissance Agency
Conducts surveillance and reconnaissance activities to give a tactical advantage to US military troops
MI Army Military Intelligence Supplies Army and other military personnel with timely and relevant information pertaining to ground troops and movements
CGI Coast Guard Intelligence Acquires intelligence relating to maritime security and homeland defense
DIA Defense Intelligence Agency Produces and manages intelligence on the intentions and capabilities of foreign militaries
OICDepartment of Energy Office of Intelligence & Counterintelligence
Provides technical intelligence analysis on foreign nuclear weapons, nuclear materials, and energy issues worldwide
I&ADepartment of Homeland Security Office of Intelligence & Analysis
Responsible for intelligence related to terrorist threats and other hazards to the US homeland
INR Department of State Bureau of Intelligence
Conducts and coordinates intelligence activities to inform the diplomacy efforts of the Secretary of State and senior policymakers
DEADrug Enforcement Administration Intelligence Program
Collects and analyzes intelligence to identify and disrupt illegal drug trafficking
OIADepartment of Treasury Office of Intelligence & Analysis
Provides intelligence on the financial support networks behind terrorist organizations and other threats to national security
FBI Federal Bureau of Investigation
Leads and coordinates intelligence efforts aimed at protecting the US from terrorist attacks, foreign spies, cyber-attacks and other threats
MCIA Marine Corps Intelligence Activity
Produces tactical and operational intelligence for Marine Corps commanders and their staffs, as well as for other customers
NGA National Geospatial-Intelligence Agency
Collects and generates imagery and map-based intelligence about Earth to support national defense, homeland security, navigation, and disaster relief efforts
NRO National Reconnaissance Office
Designs, builds, and operates the nation’s signals and imagery reconnaissance satellites
NSA National Security AgencyThe nation’s leading code-breaking and code-making organization; collects foreign signals intelligence and works to prevent adversaries from acquiring sensitive national security information
ONI Office of Naval IntelligenceThe oldest continuously serving US intelligence service; obtains intelligence to support naval operations worldwide and defend the US sea frontier
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
HE
INT
EL
LIG
EN
CE
CO
MM
UN
ITY
47
Because the CIA falls under the Executive Branch of the US federal government, the Director is appointed by the president in office at the time. In the chart below, you will find a list of the US presidents in office since the Director of Central Intelligence position was created in 1946—which actually predates the founding of the Agency itself. You will also see the people who served as Director while that president was in office. Since some of the Directors stayed in the position even when a new president came into office their names will appear more than once in the chart. So far, Allen W. Dulles has held the position longest, followed by George J. Tenet. Others served less than a year. In 2005, when the intelligence community was reorganized, the title of the position was changed from Director of Central Intelligence (DCI) to Director of the Central Intelligence Agency (D/CIA).
President In office Directors
Harry S. Truman 1945 – 1953
Rear Adm. Sidney Souers, USNR (1946)Lt. Gen. Hoyt Vandenberg, USA (1946 – 1947)Rear Adm. Roscoe H. Hillenkoetter, USN (1947 – 1950)Walter Bedell Smith (1950 – 1953)
Dwight D. Eisenhower 1953 – 1961 The Honorable Allen W. Dulles (1953 – 1961)
John F. Kennedy 1961 – 1963 The Honorable John A. McCone (1961 – 1965)
Lyndon B. Johnson 1963 – 1969The Honorable John A. McCone (1961 – 1965)Vice Adm. William F. Raborn, Jr., USN (1965 – 1966)The Honorable Richard M. Helms (1966 – 1973)
Richard Nixon 1969 – 1974 The Honorable Richard M. Helms (1966 – 1973)The Honorable James R. Schlesinger (1973)The Honorable William E. Colby (1973 – 1976)
Gerald Ford 1974 – 1977 The Honorable William E. Colby (1973 – 1976)The Honorable George H.W. Bush (1976 – 1977)
Jimmy Carter 1977 – 1981 Adm. Stansfield Turner, USN (Ret.) (1977 – 1981 )
Ronald Reagan 1981 – 1989 The Honorable William J. Casey (1981 – 1987)The Honorable William H. Webster (1987 – 1991)
George H.W. Bush 1989 – 1993 The Honorable William H. Webster (1987 – 1991)The Honorable Robert M. Gates (1991 – 1993 )
Bill Clinton 1993 – 2001 The Honorable R. James Woolsey (1993 – 1995)The Honorable John M. Deutch (1995 – 1996) The Honorable George J. Tenet (1997 – 2004)
George W. Bush 2001 – 2009The Honorable George J. Tenet (1997 – 2004)The Honorable Porter J. Goss (2004 – 2006)Gen. Michael V. Hayden, USAF (Ret.) (2006 – 2009)
Barack Obama 2009 – present The Honorable Leon E. Panetta (2009 – 2011)Gen. David H. Petraeus, USA (Ret.) (2011 – present)
ADDITIONAL RESOURCESUS PRESIDENTS AND DIRECTORS OF CENTRAL INTELLIGENCE
AD
DIT
ION
AL
RE
SOU
RC
ES
| U
S P
RE
SID
EN
TS
AN
D D
IRE
CTO
RS
OF
CE
NT
RA
L IN
TE
LL
IGE
NC
E
48
The intelligence cycle is the process of developing raw information into finished intelligence for policymakers to use in decision-making and action. There are five steps which constitute the intelligence cycle.
1. PLANNING AND DIRECTION.Planning and direction is management of the entire effort, from identifying the need for data to delivering an intelligence product to a consumer. It is the beginning and the end of the cycle. The beginning because it involves drawing up specific collection requirements and the end because finished intelligence, which supports policy decisions, generates new requirements.
2. COLLECTION.Collection is the gathering of raw information needed to produce finished intelligence. There are six basic intelligence sources or collection disciplines:
• SIGINT (signals intelligence) including COMINT (communications intelligence), ELINT (electronic intelligence), or FISINT (foreign instrumentation signals intelligence)
• IMINT (imagery intelligence) • MASINT (measurement and signature intelligence) • HUMINT (human intelligence) • OSINT (open-source intelligence) • GEOINT (geospatial intelligence)
3. PROCESSING.Processing involves converting the vast amount of information collected to a form usable by analysts. This is done through a variety of methods including decryption, language translations, and data reduction.
4. ANALYSIS AND PRODUCTION.Analysis and production is the conversion of basic information into finished intelligence. It includes integrating, evaluating, and analyzing all available data—which is often fragmented and even contradictory—and preparing intelligence products to provide to U.S. policy makers.
5. DISSEMINATION.Dissemination is the distribution of the finished intelligence to the consumers, the same policymakers whose needs initiated the intelligence requirements. The policymakers then make decisions based on the information, and these decisions may lead to the levying of more requirements, thus triggering the intelligence cycle.
ADDITIONAL RESOURCESTHE INTELLIGENCE CYCLE
THEINTELLIGENCECYCLE
1 2
3
4
5
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
HE
INT
EL
LIG
EN
CE
CY
CL
E
49
This timeline offers an extensive chronology of essential moments in US espionage history. The wealth of information can also be used in your classroom:
• As a resource for biographies of key players.• For exercises in historical geography, by mapping the locations of events in specific locations over time.• To discuss and debate the rapidly evolving use of science and technology in the real world of spying.• To generate a statistical analysis of the distribution rate of significant events in the Intelligence
Community throughout the decades.
1938 Invented by Latvian engineer Walter Zapp, the Minox subminiature camera--which would become a staple of espionage--is produced in Latvia.
1939 World War II begins in Europe: Germany invades Poland; Britain and France declare war on Germany.
1940 British codebreakers start reading secret German messages encrypted by the ENIGMA machine; the resulting series of “Ultra” Secrets is a major Allied success story in World War II.
1941 Japan launches surprise attack on US Fleet at Pearl Harbor; the US declares war on Japan. Germany declares war on the US.
1942 To prevent another intel failure like Pearl Harbor, President Roosevelt creates the Office of Strategic Services (OSS), a one-stop shop for intelligence collection, analysis, and paramilitary operations, with William J. Donovan as its director.
1942- OSS supports US invasion of North Africa by collecting, processing, and disseminating intelligence; strong performance by field operatives as well as analysts in Washington.
1944 Together with British SOE, OSS paramilitary forces operate in support of D-Day and subsequent Allied campaign in Europe by collecting tactical intelligence, cooperating with French resistance, penetrating German lines.
1945 Germany surrenders in May; after US drops atom bombs, Japan surrenders. World War II ends.
Virginia Hall, who served behind German lines at great personal risk in 1944, receives the Distinguished Service Cross from OSS Director Donovan.
President Truman dissolves OSS, effective 1 October.
OSS functions are distributed to other parts of government: Research and Analysis to Department of State, other functions to Pentagon.
1946 President Truman establishes the Central Intelligence Group (CIG) to coordinate various US Government intelligence outfits.
The Central Reports Staff of CIG publishes the first “Daily Summary,” an analysis of current events, for the President. This is the first of a series of products for the Intelligence Community’s primary customer, the President.
The CIG first assesses the USSR, which has emerged as the major threat to American and European security.
1947 President Truman signs the National Security Act. As part of the Act, the Central Intelligence Agency replaces the Central Intelligence Group.
1948 Mounting concern over Soviet spies in US Government: federal grand jury indicts Alger Hiss, State Department officer, for perjury after he is accused of being a Soviet spy.
CIA establishes the Office of Policy Coordination under Frank G. Wisner to manage covert action.
1949 Soviet Union tests first atomic bomb; Soviet scientists used information stolen by spies from American atomic program.
1943
ADDITIONAL RESOURCESTIMELINE: HISTORY REVEALED
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
IME
LIN
E: H
ISTO
RY
RE
VA
LE
D
50
1949 FBI arrests Department of Justic employee Judith Coplon for espionage; she becomes the first person prosecuted on the basis of US Government decryption of Soviet intelligence cable traffic under project known as “Venona.”
The Central Intelligence Agency Act is passed, supplementing the 1947 Act and giving the CIA additional authorities to conduct espionage and covert action.
1950 Lt. Gen. Walter B. Smith is appointed Director of Central Intelligence (DCI), begins program of structural reforms, reorganization at CIA.
Sen. Joseph R. McCarthy brandishes his famous list of Communists allegedly working in the State Department. Although not backed by thorough investigation, McCarthy’s charges further heighten official and public fears of Soviet espionage and subversion in the US.
1951 Julius and Ethel Rosenberg are sentenced to death for their part in stealing US atomic secrets for the Soviet Union.
1952 At CIA, Director Smith orders the creation of the Directorates of Intelligence (for the analysis and dissemination of intelligence) and Plans (for operations to collect intelligence and run covert action).
President Truman creates the National Security Agency (NSA) to coordinate and manage signals intelligence.
1953 OSS veteran Allen W. Dulles is appointed DCI, starts on road to becoming longest-serving DCI.
CIA-assisted coup overthrows Iranian Premier Mohammed Mossadeq.
1954 CIA coup leads to the overthrow of Guatemalan President Jacobo Arbenz.
President Eisenhower approves the development of the U-2 aircraft by CIA in order to collect vital information on Soviet capabilities.
1955 President Eisenhower authorizes $46 million to construct a new headquarters in Virginia to enable CIA to move out of World War II temporary buildings on the National Mall.
Successful completion of the Berlin Tunnel allows CIA to tap into Soviet cable lines in East Berlin. Thanks to a spy in Britain’s MI-6, the Soviets are aware of the project from its beginning but allow it to go forward to protect the source. CIA is able to collect a great deal of genuine information.
1956 East Germans “discover” Berlin Tunnel.
The first U-2 plane flies over the USSR and begins to collect information to fill gaps in US knowledge of Soviet capabilities.
1957 CIA and the US Air Force begin developing the CORONA photoreconnaissance satellite.
1958 CIA covert-action program in Indonesia is exposed; rebellion collapses.
The ultra-light aluminum-shell Minox B is produced (until 1972). Because of its small size, it is easy to conceal and can take excellent photographs of documents at close range.
1959 Laying of the cornerstone of the CIA Headquarters Building in Langley, VA.
1960 Soviet Union shoots down CIA U-2 over USSR; pilot Francis Gary Powers survives crash and is eventually put on trial. President Eisenhower forbids any further U-2 flights over the USSR.
The first successful CORONA mission inaugurates the era of photoreconnaissance from outer space.
US Navy successfully orbits GRAB system, the first signals intelligence satellite.
1961 CIA and US Air Force sign a charter creating the National Reconnaissance Office to manage intelligence satellites.
CIA-backed Cuban-exile force lands at Bay of Pigs, Cuba, to liberate the island from the Castro dictatorship, which is able to quickly crush the invasion.
Defense Intelligence Agency is established under the Secretary of Defense to coordinate military and tactical intelligence.
East Germany erects the Berlin Wall to prevent its citizens from escaping to the West and to limit access from the West. The Wall will divide the city for 28 years.
Soviet Lt. Col. Oleg Penkovskiy begins spying for the CIA and British intelligence. Codenamed HERO, he will provide thousands of pages of Soviet military, especially missile, secrets.
President Kennedy appoints Republican business executive John A. McCone to position of DCI, in part to emphasize non-partisan nature of the work.
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
IME
LIN
E: H
ISTO
RY
RE
VA
LE
D
51
National Photographic Interpretation Center (NPIC) is created under CIA direction.
New CIA Headquarters Building opens to first employees moving in from various offices in Washington, DC, area.
1962 CIA develops information showing that Soviets in Cuba are installing nuclear missiles capable of reaching many cities in the US, precipitating the Cuban Missile Crisis; crisis eventually ends in agreement for Soviets to remove missiles and US not to invade Cuba.
Developed as a successor to the U-2, CIA’s A-12 supersonic reconnaissance aircraft makes first official flight.
1963 CIA creates Directorate of Science & Technology; Albert Wheelon is appointed Director.
Soviets execute Lt. Col. Penkovskiy, the CIA and British spy who passed information about Soviet capabilities; he was known as the “Spy Who Saved the World” because his information helped to moderate US actions during the Cuban Missile Crisis.
1964 President Johnson receives the first President’s Daily Brief (PDB) from the CIA; briefing the President takes the form that has persisted to the current day.
1965 The A-12 OXCART spy plane designed by Lockheed for the CIA is declared operational. Its first deployment will be in 1967, but it is retired in 1968 after President Johnson decides that US Government will use the Air Force version of the same airframe.
US begins to deploy ground troops to South Vietnam in large numbers to prop up the anti-Communist regime there.
1966 Another OSS veteran, Richard M. Helms, is appointed DCI, oversees CIA participation in Vietnam war, including extensive analysis of Communist threat that was generally substantiated.
1968 Interagency Operation PHOENIX begins; under the Civil Operations and Revolutionary Development Support Program in Vietnam, its goal is to break Viet Cong (VC) support in the countryside by neutralizing the VC leadership.
John Anthony Walker, a US Navy communications specialist, starts spying for the KGB and will continue to pass classified documents to the Soviets until his arrest in 1985.
North Korea captures US Navy spy ship Pueblo and crew in international waters.
1969 The Minox C is introduced and is used by Soviet and American spies.
1970 Computer files on terrorists and hijackers created.
1971 Intelligence provided by the CIA (from CORONA) enables the US to specify verifiable terms of the Strategic Arms Limitation Treaty (SALT) with the Soviet Union.
New York Times publishes the “Pentagon Papers,” a collection of classified historical documents on the American involvement in Vietnam.
1972 Polish Colonel Ryszard Kuklinski, one of the CIA’s most successful Cold War agents, takes action against Soviet control over Poland by offering to spy for the US.
The 145th, and final, launch of the successful US spy satellite CORONA takes place.
Watergate break-in occurs. Although CIA is not involved in this political operation, five of the men arrested turn out to have worked for or with CIA in the past.
1973 James Schlesinger is appointed DCI and launches far-reaching personnel and organizational changes at CIA. Deputy Director for Operations William E. Colby would soon compile a list of allegations about Agency misdeeds (known as the “Family Jewels”).
The CIA recruits Aleksandr Ogorodnik, a Soviet diplomat with good access to information about Soviet foreign policy. Ogorodnik—codenamed TRIGON—will pass hundreds of classified documents to the CIA.
The Directorate of Plans becomes the Directorate of Operations.
Yet another OSS veteran, William E. Colby, is appointed DCI.
1974 CIA transfers the U-2 Program to the US Air Force.
Ex-CIA officer Philip Agee publishes a list of CIA officers serving overseas.
New York Times publishes Seymour Hersh’s article detailing CIA’s domestic activities.
Under the secret CIA Project AZORIAN, a gigantic ship called the Hughes Glomar Explorer succeeds in recovering part of K-129, a Soviet submarine lost in 1968.
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
IME
LIN
E: H
ISTO
RY
RE
VA
LE
D
52
1975 The CIA and Air America, its covert air arm, are instrumental in planning and implementing the evacuation of Saigon.
President Ford establishes a commission under the supervision of Vice President Rockefeller to investigate CIA domestic activities.
CIA Station Chief Richard Welch is assassinated outside of his home in Athens, Greece. The Greek terrorist organization “17 November” takes credit.
1976 Adolf Tolkachev, a Soviet aviation engineer in Moscow, begins leaving notes for US diplomats in Moscow, volunteering to spy for the West.
DCI George Bush encourages competitive CIA analysis of the Soviet strategic threat via the “A Team/B-Team” process.
Executive Order 11905 reinforces the DCI’s powers in the Intelligence Community and prohibits assassinations of foreign leaders.
Final report of US Senate’s Church Committee concludes that CIA, far from being the “rogue elephant” as charged by Senator Frank Church, acted as an arm of the Executive Branch under Presidential Direction.
George H. W. Bush is appointed DCI, will be the only former DCI to become President.
President Ford establishes the Intelligence Oversight Board responsible for overseeing the legality and propriety of intelligence activities.
The US Senate forms a permanent Select Committee on Intelligence (SSCI) to oversee the nation’s intelligence organizations.
1977 Admiral Stansfield Turner is appointed DCI.
Successful CIA spy Aleksandr Ogorodnik (TRIGON) takes his life with a suicide pill concealed in a pen after Soviet authorities arrest him.
US House of Representatives establishes a Permanent Select Committee on Intelligence (HPSCI).
1979 FBI Special Agent Robert Hanssen begins selling secrets to the GRU, the Soviet military intelligence service, for a period of one year.
1980 CIA officers exfiltrate six US diplomats from Iran who had been sheltered by Canadian Embassy officers after fundamentalist militants seized the US Embassy in Tehran in 1979, holding dozens of US hostages until January 1981.
Intelligence Oversight Act requires the CIA to report regularly to committees in the Senate and House.
Reagan Transition Team, in its highly critical report, proposes dividing CIA into three agencies; DCI-designate William Casey rejects the recommendation.
Ronald Pelton, a former communications specialist for the NSA, calls the Soviet Embassy in Washington, DC, with an offer to discuss something “very interesting.” He will sell NSA secrets to the KGB for the next five years.
1981 President Reagan broadens the power of the CIA and directs the leaders of US federal agencies to cooperate fully with CIA requests for information in the Executive Order on Intelligence No. 12333, which maintains the prohibition against assassinations.
OSS veteran and Reagan intimate William J. Casey is appointed DCI, inaugurating a decade of increased spending on CIA and covert action.
1982 President Reagan signs the Intelligence Identities Protection Act to allow criminal charges to be brought against anyone who reveals the name of CIA officers under cover.
1983 Terrorists bomb US Embassy in Beirut and kill many American officials, including CIA officers.
1984 American Ana Belen Montes is recruited by the Cubans to spy for them. She works her way into a job as the senior Cuban analyst for the US Defense Intelligence Agency (DIA) and passes US intelligence secrets to Cuba until arrested by the FBI in 2001.
Congress denies further US covert aid to anti-Communist Contras in Nicaragua.
Construction begins on CIA New Headquarters Building. President Reagan participates in the groundbreaking ceremony.
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
IME
LIN
E: H
ISTO
RY
RE
VA
LE
D
53
1985 Congress repeals the Clark Amendment of 1974, which banned CIA covert aid to the UNITA rebels in Angola.
KGB officer Vitaly Yurchenko redefects to the USSR, igniting debate over the authenticity of his original defection.
Then-Vice President and former DCI (now former President) George H. W. Bush presides at the cornerstone-laying ceremony for the CIA New Headquarters Building.
Year of the Spy: Fourteen Americans are arrested and/or convicted of spying for the Soviet Union and its allies, as well as for Israel, China, and Ghana. Included were John Walker (whose ring of spies stole vital secrets from the US Navy). Not included was CIA’s Edward Lee Howard (who eluded the FBI and fled to the USSR in the same year). Unbeknownst to US authorities, CIA’s Aldrich Ames began working for the KGB in April 1985, as did the FBI’s Robert Hanssen a few months later in October 1985.
1986 CIA creates Counterterrorism Center to coordinate counterterrorism operations.
Iran-Contra scandal erupts after Eugene Hasenfus, survivor of a downed plane delivering military supplies to the anti-Communist Contras in Nicaragua, admits working for CIA. This complicated affair centers on charges that the Administration arranged for the proceeds of arms sales to Iran to be used for the Contras.
1987 CIA creates Counterintelligence Center to coordinate counter-intelligence information and operations.
DCI William Casey officially resigns from CIA. Incapacitated by a stroke at the height of the Iran-Contra scandal, he dies in May.
The first annual memorial ceremony commemorates CIA employees who died in the line of duty.
USSR grants asylum to former CIA officer Edward Lee Howard.
Former FBI Director Judge William H. Webster is appointed DCI.
1989 CIA New Headquarters Building, an extension of the Original Headquarters Building, is completed and occupied.
The Berlin Wall comes down, signaling the collapse of the Soviet empire in Eastern Europe. The CIA receives credit for its contribution to the ensuing end of the Cold War.
1990 Following CIA warning memos on a possible Iraqi invasion of Kuwait, Iraq invades and occupies Kuwait.
1991 Coalition forces headed by the US drive Iraq out of Kuwait in Operation Desert Storm.
Robert M. Gates is appointed DCI.
Berlin Wall monument dedicated at CIA.
The Soviet Union ceases to exist as it splits into the Commonwealth of Independent States (CIS).
1992 In wake of Operation Desert Storm, CIA establishes its Office of Military Affairs to better coordinate operations with Department of Defense.
1993 Amal Kasi attacks CIA employees outside Headquarters main gate, killing two people and wounding three.
President Boris Yeltsin abolishes the KGB, the vast Soviet intelligence and security service. A smaller organization, the SVR, eventually assumes responsibility for espionage overseas.
1994 CIA employee, Aldrich Ames, is arrested for spying for Russia. He had betrayed numerous Soviet intelligence officers who were spying for the US—at least 10 of whom were executed.
1996 National Imagery and Mapping Agency Act creates NIMA, combining CIA’s NPIC and other components of the Intelligence Community and DOD.
CIA employee Harold J. Nicholson is arrested for espionage on behalf of the Russian SVR, the successor to the KGB.
1997 George J. Tenet is appointed DCI, will lead CIA during the first stage of the US war on terrorism.
Joint FBI-CIA team tracks Amal Kasi, who attacked CIA employees in 1993, to Pakistan where he is arrested and extradited to the US; he is later tried and convicted; he was executed in 2002.
1998 The terrorist organization known as al-Qa’ida bombs US embassies in Kenya and Tanzania, killing more than 225 people.
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
IME
LIN
E: H
ISTO
RY
RE
VA
LE
D
54
1999 CIA Headquarters in McLean, VA, is renamed the George Bush Center for Intelligence.
Al-Qa’ida leader Usama Bin Ladin is added to FBI’s “Ten Most Wanted” list.
Russian technical officer Stanislav Gusev is detained outside of the US State Department with monitoring equipment for a sophisticated audio transmitter found concealed in a conference room in the US State Department.
2000 Al-Qa’ida attacks USS Cole in Aden, Yemen, killing 17 sailors.
A new US Embassy building in Moscow is finally open for business. During construction in the 1980s, the Soviets were able to implant numerous listening devices, which US security officers discovered between 1986 and 1988. Construction eventually resumed after the US decided to rely on closely-supervised US construction workers using US construction materials.
2001 Al-Qa’ida terrorists crash commercial airplanes into the New York World Trade Center, the Pentagon, and a farm field in Pennsylvania, killing almost 3,000 people.
Fifteen days after the 9/11 attacks, CIA’s JAWBREAKER team lands in Afghanistan and begins operations against al-Qa’ida and its host, the Taliban regime that controls the country.
DCI Tenet writes memo – “We are at war.”
FBI Special Agent Robert Hanssen is arrested for spying for the Soviets.
Based in part on groundwork laid by CIA, Operation ENDURING FREEDOM begins in Afghanistan and will result in the overthrow of the Taliban regime.
President Bush signs USA Patriot Act, also known as the “Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001.”
2002 Route 123 Memorial is dedicated to CIA employees who were attacked outside the gate.
2004 Former Congressman Porter J. Goss is appointed the 19th (and last) DCI.
President Bush signs Intelligence Reform and Terrorism Prevention Act, abolishing positions of Director of Central Intelligence (DCI) and Deputy Director of Central Intelligence (DDCI) and creating positions of Director, National Intelligence and Dirctor, Central Intelligence Agency (D/CIA).
2005 Porter J. Goss is appointed first D/CIA.
Office of the Director of National Intelligence (ODNI) begins operations at 0700 EST. Director of National Intelligence (DNI) John Negroponte takes the President’s Daily Brief (PDB) into the Oval Office that morning.
2006 Gen. Michael V. Hayden, USAF, is appointed D/CIA.
2007 CIA celebrates 60th anniversary.
2008 President Bush signs revised version of Executive Order 12333, which formally outlines the goals and duties of the Director of National Intelligence and places a powerful emphasis on inter-agency collaboration. It also reaffirms CIA’s statutory authorities and its leadership in fields ranging from human intelligence to covert action abroad.
2009 Leon E. Panetta is appointed D/CIA.
2010 Director Leon Panetta announces the creation of CIA’s Counterproliferation Center. It combines operational and analytic specialists combating the spread of dangerous weapons and technology.
Ten Russian spies are arrested in the US after a decade-long investigation codenamed GHOST STORIES. They are exchanged for four prisoners held in Russia who have been convicted of having contact with Western intelligence agencies. The 10 spies released pled guilty to conspiring to serve as unlawful foreign agents.
2011 CIA approves the release of the US Government’s six oldest classified documents, dating from 1917 and 1918. The documents describe secret-writing formulas, letter-opening techniques, and methods of covert communications. They are housed at the National Archives and are believed to have been the only remaining classified documents from the World War I era.
President Barack Obama announces that most-wanted fugitive Usama Bin Ladin, the founder and leader of al-Qa’ida, was killed during an American operation in Pakistan.
David H. Petraeus is appointed D/CIA.
AD
DIT
ION
AL
RE
SOU
RC
ES
| T
IME
LIN
E: H
ISTO
RY
RE
VA
LE
D
55
Access Agent – A person who facilitates contact with a target individual, group or entry into a facility.
Agent – An individual, typically a foreign national, working clandestinely for an intelligence service.
Alias – A false identity used to protect an intelligence officer’s true name. A false identity may be as simple as false business cards or include detailed background and legitimate documentation.
Backstop – The use of references, documents (genuine or forged), legal papers, web presence and social media, usually to support a false identity.
Brief Encounter – A planned, but seemingly random, encounter between two individuals in a public location, usually to exchange documents or materials quickly and secretly.
British Security Coordination (BSC) – The US-based organization for British intelligence during World War II. BSC used the British Passport Control Office in Rockefeller Center as its cover.
Brush Pass or Flash Pass – The difficult-to-detect exchange of materials, such as documents, film, money or other items during a brief encounter between an agent and case officer, typically in a public place. A brush pass usually occurs with no spoken communication, but if the participants are unknown to each other, it may involve a brief verbal parole or recognition signal, such as wearing a baseball cap of a designated color.
BSC – See British Security Coordination.
Case – The official record of an intelligence operation.
Case Officer (also Operations Officer) – An intelligence officer responsible for an agent operation. Responsibilities may include recruitment and instruction, as well as those of paymaster and personal advisor.
CIA – Central Intelligence Agency.
Cipher – A method of cryptography (secret codes) that replaces a letter for a number or number for a letter. An extremely simple cipher might replace the letter “A” with a number “1,” the letter “B” with a number “2” and so on. A more complex method of cryptography uses the transposition of letters or numbers. For example, the word “Agent” might become “Tegan.”
Code – A method of cryptography similar to a cipher that converts letters, words, phrases, colors or gestures, into another form, but not necessarily of the same type. For example: a short code of three numbers may convert to a lengthy prearranged set of instructions.
Codebooks – A book that contains the “key” (instructions) for decoding either a cipher or code.
Code-breaking – The discipline of revealing the true meaning behind a coded message by use of mathematics, logic or special software.
Codename – An alias name, or cover name, for a person or operation for purposes of security.
ADDITIONAL RESOURCESGLOSSARY: SPY TERMS DECLASSIFIED
AD
DIT
ION
AL
RE
SOU
RC
ES
| G
LOS
SA
RY
: SP
Y T
ER
MS
DE
CL
AS
SIF
IED
56
Commercial Cover – A seemingly legitimate business that also includes an espionage component and/or personnel. A commercial cover may involve a business-to-business organization, retail establishment open to the general public, or a single individual operating under cover as a “consultant.”
Concealment Device (CD) – An object modified or fabricated to contain either a device or intelligence materials for purposes of covert storage, transport, placement within a target or “dead dropping.”
Counterintelligence – Operations and analysis undertaken to identify and thwart penetrations of information systems, personnel, equipment and installations by a foreign intelligence service.
Courier – A messenger in a clandestine operation.
Cover – An affiliation (relationship) used by a person, organization or installation to mask their association with an intelligence service.
Covert Communication (Covcom) – Any technique or device used to relay data clandestinely from case officer to agent or agent to case officer.
CPUSA – Communist Party United States of America.
Cryptanalysis – The process by which coded messages are rendered understandable without benefit of the code’s key.
Cut-out – A non-alerting, sometimes unwitting, individual used to communicate between two or more persons engaged in an intelligence operation. For instance, a cut-out may deliver messages between case officer and agent when the two cannot otherwise meet securely.
DCI – Director of Central Intelligence.
Dead Drop – A method of communication between an agent and handler in which materials or devices are left in a pre-selected location, typically in some form of concealment. A dead dropped package may either be hidden from view or placed in the open in a concealment that either blends in with the surroundings and/or discourages close inspection by passersby. Dead drops separate the agent and handler by time though not location.
Decrypt – To break the code with or without use of a key.
Defector – A person who switches alliances from their home country to provide information to a foreign intelligence service. A “defector in place” will continue living in his or her home country while spying for a foreign intelligence service.
Diplomatic Cover – An intelligence officer identified and accredited as a member of a nation’s diplomatic corps and afforded commensurate rights and privileges such as diplomatic immunity. In almost all instances, the diplomat’s role as an intelligence officer is undisclosed to the host country.
Double Agent – An agent pretending to work on behalf one intelligence service but in reality is directed by a second service against the former.
FBI – Federal Bureau of Investigation.
Front Company – see Commercial Cover
GRU – Glavnoye Razvedyvatelnoye Upravleine, Chief Intelligence Directorate of the General Staff Soviet and later Russian military intelligence service. Unlike the KGB and successor organizations the GRU is involved solely in foreign intelligence collection with no internal security component.
AD
DIT
ION
AL
RE
SOU
RC
ES
| G
LOS
SA
RY
: SP
Y T
ER
MS
DE
CL
AS
SIF
IED
57
Handler – An individual, usually a case officer, who controls and directs an agent.
Illegal – The term used for Soviet and Russian intelligence officers operating abroad, usually in assumed identities, without diplomatic cover. Illegals pose as legitimate residents of the target country.
Invisible Ink – A chemical compound that when dissolved and used as ink renders writing on paper undetectable until re-activated by heat or another chemical called a “reagent.”A centuries old form of tradecraft, early forms of invisible ink included lemon juice as well as a combination of milk, sugar, and water.
KGB – (Komitet Gosudarstvennoy Bezopasnosti or Committee for State Security). The Soviet Union’s primary security and intelligence organization responsible for internal as well as foreign intelligence gathering. It has gone through numerous iterations over the years, including Cheka, NKVD and OGPU, among others.
Moscow Centre or Centre – Russian foreign intelligence headquarters in Moscow.
Mossad – Israel’s Intelligence Service. HaMossad leModi’in uleTafkidim.
MSS – The People’s Republic of China’s Ministry of State Security includes both the internal security and the largest foreign intelligence service.
NKVD – Soviet Intelligence Service 1934-1946, forerunner of the KGB: Narodnyy Komisariat Vnutrennikh Del or The People’s Commisariat for Internal Affairs.
National Reconnaissance Office (NRO) – The U.S. Government agency responsible for spy satellites.
National Security Agency (NSA) – The U.S. Government agency responsible for signals intelligence.
Office of Strategic Services (OSS) – America’s World War II intelligence organization, 1942-1945.
Parole – Term for an exchange of prearranged words, phrases or actions to confirm identity of intelligence operatives meeting for the first time. Paroles are designed to sound like common conversation.
Principal Agent – An agent responsible for handling or directing subordinate agents.
Recruitment – The process or act of enlisting a potential agent to spy.
Recruiter – One who concludes an agreement with another person to commit espionage.
Secret Ink – See invisible ink
Secret Writing – A form of steganography that uses invisible ink (wet or dry), microphotography to create a secret message that is embedded in a non-alerting letter or other carrier.
Signal Site – A covert means of communication using a non-alerting signal, such as a chalk mark on a lamppost, to either initiate or terminate a clandestine act.
Spotting or Spotter – The act or person who identifies an individual with potential for spying. Spotters assess others for ideology, specific talents, access to secrets, weaknesses and psychological vulnerabilities.
Spy – An individual who obtains secrets on behalf of a foreign intelligence service.
AD
DIT
ION
AL
RE
SOU
RC
ES
| G
LOS
SA
RY
: SP
Y T
ER
MS
DE
CL
AS
SIF
IED
58
Spycatcher – A counterintelligence professional.
Spymaster – Term usually applied to the head of an intelligence organization or a senior intelligence officer.
Spy Network or Spy Ring – A group of spies usually directed toward a common objective by a single handler.
Stasi – Abbreviation for Ministerium für Staatssicherheit (MfS), the East German security service.
Stay Behind Agent – A spy who remains in place following occupation by an enemy force.
StB – Štátnibezpečnosť: The former Czechoslovakia’s secret intelligence service, 1945-1990.
Surveillance Detection Run/Route (SDR) – A planned route taken by an agent or handler prior to conducting a clandestine act in hostile territory designed to identify or elude surveillance.
SVR – (Sluzhba Vneshney Razvedki) Russia’s foreign intelligence service, successor of the KGB’s First Chief Directorate.
Tradecraft – The techniques, technologies and methodologies used in covert intelligence operations. Tradecraft applies to both the procedures, such as surveillance detection routes, as well as the use of devices and agent communications.
Undercover (Under Cover) – Operations conducted using a false identity. A cover identity can last from a few hours to several years, depending on the operation.
VENONA – The codename for a code-breaking operation targeting Soviet secure communications intercepted between 1942 and1945. The decrypts began in 1946 and continued until 1980. One of the mostly secretive operations during the Cold War, the existence of VENONA wasn’t made public until the mid-1990s. A
DD
ITIO
NA
L R
ESO
UR
CE
S |
GLO
SS
AR
Y: S
PY
TE
RM
S D
EC
LA
SS
IFIE
D
59
CURRICULUM CORRELATIONS
NATIONAL CONTENT STANDARDSThe activities in this Teacher’s Guide and the experience your class will have during their field trip to SPY: The Secret World of Espionage meet curriculum requirements established by national content groups across subject areas and grade levels. The list that follows identifies the relevancy of SPY: The Secret World of Espionage in grades 4 – 12 to the National Science Education Standards, National Standards for Technological Literacy, National Engineering Standards, National Mathematics Standards, National Health Education Standards, National History Standards, National Standards for Civics and Government, National Council for the Social Studies Themes, and National Standards for the English Language Arts. Furthermore, you will find the relevant correlations to the Common Core State Standards in Mathematics and English Language Arts in the State Curriculum Standards of this guide for your planning needs.
NATIONAL SCIENCE EDUCATION STANDARDS
GRADES K-4Science as Inquiry
• Abilities necessary to do scientific inquiry • Understanding about scientific inquiry
Physical Science• Properties of objects and materials
Life Science• The characteristics of organisms
Earth and Space Science• Objects in the sky
Science and Technology• Abilities of technological design • Understanding about science and technology
History of Nature and Science• Science as a human endeavor
GRADES 5-8Science as Inquiry
• Abilities necessary to do scientific inquiry • Understanding about scientific inquiry
Physical Science• Properties and changes of properties in matter
Life Science• Structure and function in living systems
Earth and Space Science• Structure of the Earth system
Science and Technology• Abilities of technological design • Understanding about science and technology
History of Nature and Science• Science as a human endeavor
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| N
AT
ION
AL
CO
NT
EN
T S
TAN
DA
RD
S
60
GRADES 9-12Science as Inquiry
• Abilities necessary to do scientific inquiry • Understanding about scientific inquiry
Physical Science• Chemical reactions
Life Science• Behavior of Organisms
Science and Technology• Abilities of technological design • Understandings about science and technology
History of Nature and Science• Science as a human endeavor
NATIONAL STANDARDS FOR TECHNOLOGICAL LITERACY
GRADES 3-5The Nature of Technology: 1E, 3C Technology and Society: 4CDesign: 9D, 9E, Abilities for a Technological World: 11D, 11F
GRADES 6-8The Nature of Technology: 1G, 1H, 3E, 3FTechnology and Society: 4EDesign: 9H Abilities for a Technological World: 11H
GRADES 9-12The Nature of Technology: 1L, 3H, 3JTechnology and Society: 4K, 6I, 7I, 7ODesign: 8H, 9KAbilities for a Technological World: 11O, 11Q
NATIONAL ENGINEERING STANDARDS
A. An ability to apply knowledge of mathematics, science and engineeringB. An ability to design and conduct experiments, as well as to interpret dataD. An ability to function on multi-disciplinary teamsH. The broad education necessary to understand the impact of engineering in global and social contextsJ. A knowledge of contemporary issues
NATIONAL MATHEMATICS STANDARDS
GRADES 3-5Number and Operations
• Compute Fluently and Make Reasonable Estimates• Develop fluency in adding, subtracting, multiplying, and dividing whole numbers’• Develop and use strategies to estimate the results of whole-number computations and to
judge the reasonableness of such results;• Select appropriate methods and tools for computing with whole numbers from among mental
computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| N
AT
ION
AL
CO
NT
EN
T S
TAN
DA
RD
S
61
Algebra• Understand patterns, relations, and functions
• represent and analyze patterns and functions, using words, tables, and graphs.Geometry
• Use visualization, spatial reasoning, and geometric modeling to solve problems• identify and draw a two-dimensional representation of a three-dimensional object;
Measurement• Understand measurable attributes of objects and the units, systems, and processes of
measurement• understand such attributes as length, area, weight, volume, and size of angle and select the
appropriate type of unit for measuring each attribute;• understand the need for measuring with standard units and become familiar with standard
units in the customary and metric systems;• carry out simple unit conversions, such as from centimeters to meters, within a system of
measurement;• Apply appropriate techniques, tools, and formulas to determine measurements.
• select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;
• select and use benchmarks to estimate measurements;Data Analysis and Probability
• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• collect data using observations, surveys, and experiments;• represent data using tables and graphs such as line plots, bar graphs, and line graphs;
• Develop and evaluate inferences and predictions that are based on data • propose and justify conclusions and predictions that are based on data and design studies to
further investigate the conclusions or predictions.
GRADES 6-8Number and Operations
• Compute fluently and make reasonable estimates• develop and use strategies to estimate the results of rational-number computations and judge
the reasonableness of the results;• develop, analyze, and explain methods for solving problems involving proportions, such as
scaling and finding equivalent ratios.Algebra
• Understand patterns, relations, and functions• represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when
possible, symbolic rules;• relate and compare different forms of representation for a relationship;
Geometry• Use visualization, spatial reasoning, and geometric modeling to solve problems
• Use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume;
Measurement• Understand measurable attributes of objects and the units, systems, and processes of
measurement• Understand both metric and customary systems of measurement;• Understand relationships among units and convert from one unit to another within the same
system;• Apply appropriate techniques, tools, and formulas to determine measurements.
• Use common benchmarks to select appropriate methods for estimating measurements;• Select and apply techniques and tools to accurately find length, area, volume, and angle
measures to appropriate levels of precision• Solve problems involving scale factors, using ratio and proportion
Data Analysis and Probability• Formulate questions that can be addressed with data and collect, organize, and display relevant
data to answer them• Formulate questions, design studies, and collect data about a characteristic shared by two
populations or different characteristics within one population
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| N
AT
ION
AL
CO
NT
EN
T S
TAN
DA
RD
S
62
• Develop and evaluate inferences and predictions that are based on data • use observations about differences between two or more samples to make conjectures about
the populations from which the samples were taken;• use conjectures to formulate new questions and plan new studies to answer them.
GRADES 9-12Number and Operations
• Compute fluently and make reasonable estimates• judge the reasonableness of numerical computations and their results.
Geometry• Use visualization, spatial reasoning, and geometric modeling to solve problems
• draw and construct representations of two- and three-dimensional geometric objects using a variety of tools;
Measurement• Understand measurable attributes of objects and the units, systems, and processes of
measurement• make decisions about units and scales that are appropriate for problem situations involving
measurement• Apply appropriate techniques, tools, and formulas to determine measurements.
• apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement situations;
• use unit analysis to check measurement computations.Data Analysis and Probability
• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
• Develop and evaluate inferences and predictions that are based on data • propose and justify conclusions and predictions that are based on data and design studies to
further investigate the conclusions or predictions.• understand how sample statistics reflect the values of population parameters and use
sampling distributions as the basis for informal inference;
NATIONAL HEALTH EDUCATION STANDARDS
GRADES K-4Health Promotion and Disease Prevention
• Describe the basic structure and functions of the human body systems.
GRADES 5-8Health Promotion and Disease Prevention
• Explain how health is influenced by the interaction of body systems.
GRADES 9-12Health Promotion and Disease Prevention
• Analyze how the prevention and control of health problems are influenced by research and medical advances.
NATIONAL HISTORY STANDARDS
GRADES K-4Historical Thinking1. Chronological Thinking
E. Interpret data presented in time lines. 4. Historical Research Capabilities
B. Obtain historical data.
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| N
AT
ION
AL
CO
NT
EN
T S
TAN
DA
RD
S
63
C. Interrogate historical data.5. Historical IssuesF. Evaluate the consequences of a decision.
Topic 4Standard 8: Major discoveries in science and technology, their social and economic effects, and the scientists and inventors responsible for them.
GRADES 5-12Historical Thinking1. Chronological Thinking
E. Interpret data presented in time lines and create time lines. 4. Historical Research Capabilities
A. Formulate historical questions. B. Obtain historical data from a variety of sources.
5. Historical IssuesF. Evaluate the implementation of a decision.
United States History ContentEra 9: Postwar United States (1945 to early 1970s)
Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics Standard 3: Domestic policies after World War II
Era 10: Contemporary United States (1968 to the present)Standard 1: Recent developments in foreign policy and domestic politics
World History ContentEra 9: The 20th Century Since 1945
Standard 1: How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.Standard 2: The search for community, stability, and peace in an interdependent world.
NATIONAL STANDARDS FOR CIVICS AND GOVERNMENT
GRADES K-4IV. What is the relationship of the United States to Other Nations and to World Affairs?
B. How do nations interact with one another?
GRADES 5-8IV. What is the relationship of the United States to Other Nations and to World Affairs?
B. How has the United States influenced other nations and how have other nations influenced American politics and society?
GRADES 9-12IV. What is the relationship of the United States to Other Nations and to World Affairs?
B. How do the domestic politics and constitutional principles of the United States affect its relations with the world?C. How has the United States influenced other nations, and how have other nations influenced American politics and society?
NATIONAL COUNCIL FOR THE SOCIAL STUDIES THEMES
GRADES K-12Theme 2: Time, Continuity, and ChangeTheme 8: Science, Technology, and SocietyTheme 9: Global Connections
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| N
AT
ION
AL
CO
NT
EN
T S
TAN
DA
RD
S
64
NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
GRADES K-125. Communication Strategies: Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Evaluating Data: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| N
AT
ION
AL
CO
NT
EN
T S
TAN
DA
RD
S
65
CURRICULUM CORRELATIONS
STATE CURRICULUM STANDARDSWe know how important it is for you to be able to justify field trips and document how instructional time is spent outside of your classroom. With that in mind, both the activities in this Teacher’s Guide and the experience your class will have during their field trip to SPY: The Secret World of Espionage have been directly correlated to the Science, Technology, and Social Studies curriculum requirements in grades 4 – 12 for the states of New York, New Jersey, and Connecticut along with the Common Core State Standards for Mathematics and English Language Arts used by those states.
NEW YORK
SCIENCE & TECHNOLOGYElementary
• Standard 1: S1.1, S1.3, S2.3, S3.1, S3.2, S3.3, S3.4, T1.1, T1.3, T1.5• Standard 4: 3.1b, 3.1d, 3.1g, 3.2b, 3.2c, 4.2b
Intermediate• Standard 1: S1.1, S1.3, S2.3, S3.2, S3.3, S3.4, T1.1, T1.3, T1.5• Standard 4: 2.1.a, 3.1a, 3.1b, 3.2a, 3.2b, 3.2c
High School• Standard 1, Mathematical Analysis: M1.1, M2.1, M3.1 • Standard 1, Scientific Inquiry: S1.1, S2.1, S2.4, S3.1, • Standard 1, Engineering Design: Key Idea 1• Standard 6: 2.2, 3.1
The Living Environment, Standard 4: 1.2bChemistry, Standard 4: 3.2a, 3.2b, 3.3c, 3.1ss, 3.2b, 3.2g, 4.1b,
SOCIAL STUDIESElementaryStandard 1
• Key Idea 4: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts
Standard 2• Key Idea 4: view historic events through the eyes of those who were there, as shown in their art,
writings, music, and artifacts
IntermediateStandard 1
• Key Idea 2: understand the relationship between the relative importance of United States domestic and foreign policies over time; analyze the role played by the United States in international politics, past and present
• Key Idea 4: describe historic events through the eyes and experiences of those who were there.Standard 2
• Key Idea 1: interpret and analyze documents and artifacts related to significant developments and events in world history
• Key Idea 3: interpret and analyze documents and artifacts related to significant developments and events in world history
• Key Idea 4: view history through the eyes of those who witnessed key events and developments
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| S
TAT
E C
UR
RIC
ULU
M S
TAN
DA
RD
S
66
in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents
CommencementStandard 1
• Key Idea 2: analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies
• Key Idea 3: understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom)
• Key Idea 4: analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors’ perspectives
Standard 2• Key Idea 2: investigate key events and developments and major turning points in world history to
identify the factors that brought about change and the long-term effects of these changes• Key Idea 4: interpret and analyze documents and artifacts related to significant developments and
events in world historyStandard 3
• Key Idea 1: analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface; explain how technological change affects people, places, and regions
NEW JERSEY
SCIENCEBy the end of grade 4: 5.1.4.A.2, 5.1.4.A.3, 5.1.4.B.1, 5.1.4.B.2, 5.1.4.B.3, 5.1.4.D.3, 5.3.4.A.3By the end of grade 6: 5.2.6.A.3, 5.2.6.B.1By the end of grade 8: 5.1.8.A.2, 5.1.8.A.3, 5.1.8.B.1, 5.1.8.B.2, 5.1.8.B.3, 5.1.8.D.3, 5.2.8.A.3, 5.2.8.A.7,
5.2.8.B.2, 5.4.8.C.3By the end of grade 12: 5.1.12.A.2, 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.D.3, 5.2.12.A.6, 5.2.12.B.2,
5.2.12.B.3, 5.4.12.C.2
TECHNOLOGYBy the end of grade 4: 8.2.4.B.2, 8.2.4.B.4By the end of grade 12: 8.2.12.F.1
SOCIAL STUDIESBy the end of grade 12: 6.1.12.C.11.b, 6.1.12.A.12.a, 6.1.12.D.12.c, 6.1.12.A.15.a, 6.1.12.A.15.c,
6.1.12.A.15.d, 6.1.12.A.15.f, 6.1.12.D.15.d, 6.1.12.A.16.a; 6.2.12.A.5.a, 6.2.12.B.5.b, 6.2.12.A.6.c
CONNECTICUT
SCIENCEGrades 4-5: B INQ.3, B INQ.5, B INQ.6, B INQ 7; 5.1.a, 5.2.a, 5.4.a, Grades 6-8: C INQ.1, C INQ.3, C INQ.5, C INQ.6, C INQ.7; 6.1.a, 6.1.b; 7.2.bGrades 9-12: D INQ.4, D INQ.6, D INQ.8, D INQ.9: 9.4.b, 9.5HS Biology: Physiology: The nervous system mediates communication between different parts of the
body and the body’s interactions with the environment.HS Earth Science: Structure and Composition of the Atmosphere: The atmosphere has specific thermal
structure and chemical composition.HS Chemistry: Conservation of Matter and Stoichiometry: Chemical reactions can be described by
writing balanced equations.
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| S
TAT
E C
UR
RIC
ULU
M S
TAN
DA
RD
S
67
SOCIAL STUDIES Grade 4: 2.1.3, 2.1.4, 2.2.6, 2.3.7Grade 5: 2.1.1, 2.1.3, 2.3.8Grade 6: 1.1.1, 1.8.18, 2.1.1, 2.1.5, 2.2.14, 2.3.22, 3.3.5Grade 7: 1.1.1, 2.1.3, 2.1.5, 2.2.10, 2.2.15, 2.3.25Grade 8: 2.1.2, 2.1.3, 2.2.7, 2.3.21High School: 1.1.1, 1.1.4, 1.1.11, 1.3.17, 1.3.21, 1.3.25, 2.1.2, 2.2.6, 2.2.8, 2.3.15
COMMON CORE STATE STANDARDS
MATHEMATICSGrades 4-5: 4.MD.1, 4.MD.2; 5.NF.5, 5.MD.1Grades 6-8: 6.RP.1, 6.RP.3, 6.SP.4; 7.RP.2Grades 9-12: N-Q.1, N-Q.2, N-Q.3; G-MG.3; S-ID.1, S-IC.6,
ENGLISH LANGUAGE ARTS STANDARDS Grades 4-5
• Reading: RI.4.3, RI.4.6; RI.5.3• Writing: W.4.2, W.4.3; W.5.2, W.5.3
Grades 6-8• Reading: RST.6-8.3, RST.6-8.7• Writing: WHST.6-8.2
Grades 9-12• Reading: RST.9-10.3, RST.9-10.7; RST.11-12.3, RST.11-12.7• Writing: WHST.9-10.2, WHST.11-12.2
CU
RR
ICU
LUM
CO
RR
ELA
TIO
NS
| S
TAT
E C
UR
RIC
ULU
M S
TAN
DA
RD
S
68
Memorial Wall Star Tools Every day the men and women of the CIA risk their lives to protect America. Some make the ultimate sacrifice and give their lives for the mission. A field of stars on the marble walls of the lobby at CIA headquarters honors these fallen heroes. Shown here are the hammer and chisels that stone carver Tim Johnston used to create the stars for the Memorial Wall between 1993 and 2003.
Checkpoint Charlie Flag This is one of the last American flags to fly over “Checkpoint Charlie,” the most famous Cold War border crossing between East and West Berlin. Built into the Berlin Wall, the checkpoint stood as a symbol of the conflict between the capitalist Free World and the communist Soviet Union.
WWW.SPYTHESECRETWORLD.COM