SPY: The Exhibit Teachers Guide

TEACHER’S GUIDE - GRADES 9-12

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.

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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.

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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.

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What do Beethoven, a dinner fork, and a secret radio surveillance device from the CIA 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. 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, resonate

SUPPLIES• Crunchy crackers• A fork• Partner• Wet wipes

LESSON 1:RINGING IN MY EARS

Bone Conducting PipeThis subminiature radio receiver, concealed in a modified man’s pipe, used bone conduction.

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Physics, Biology, Engineering & Design

PROCEDURE

1. Take a bite of a cracker and chew it normally. Then take another bite and chew it while you press your ears closed with your hands. Describe the difference in the sound. Which one is louder?

2. 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? Fill in the chart below.

3. Strike the fork a second time. Press the handle of the fork against the mastoid bone, which is located behind your ear. What do you hear? What does your partner hear? Fill in the chart below.

4. Strike the fork a third time. Now, hold the handle in your teeth. What do you hear? What does your partner hear? Fill in the chart below?

5. Wash/wipe the fork clean and listen as your partner repeats the procedure.

6. Fill in this chart with your results.

What did you hear? What did your partner hear?

Near YourEar

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7. Your partner ”heard” all three trials through air conduction, 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?

8. Which trial produced the loudest sound in your head?

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.

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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.

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GAMES AND PUZZLES

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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

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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

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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

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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

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• 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.

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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

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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.

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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

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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.

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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

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