Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Choice Board (Google Slides).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Have your students access the Choice Board (Google Slides) and review the directions on the second slide.

  Then, have your students progress to the warm-up section and respond to the following brainstorming questions, directing them to record their responses on the Google Slide, share with a partner, and then with the class if they choose.

  • Describe the role(s) of the Central Intelligence Agency.
  • What can be learned from visiting museums?

• VOCABULARY

  Direct your students to progress to the vocabulary section of their Google Slide document. Have them view and define the vocabulary terms that will appear in the lesson that are listed in the chart. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INTRODUCTION

  Have your students proceed to the introduction section of their Google Slide document. Direct your students to view the linked video clip, answer the related questions on the slide, and share their findings with a partner, small group, or the class when finished.

  Clip #1: Closed to the Public (3:18).

  • What is the purpose of a museum that “isn’t open to the public?”
  • According to Robert Byer, when and why did the CIA Museum start?
  • Based on the clip, what do visitors see in the museum?
  • What security “difficulties” exist for the museum?

• EXPLORATION

  Direct students to the exploration section of their Google Slide document. Instruct your students to select one of the five topics listed on the slide. Have your students view their selected video clip and answer the related questions on the respective slide.

  After your students are finished with their selected section, have them prepare to share their findings with the class. As students share with the class, make sure that they record the information from their peers’ sections as well. This share-out portion of the lesson could be completed via a jigsaw activity.

• Option #1 - Clip #2: 1941 to 1947 (6:59).

  • What organization was created “because of Pearl Harbor,” and how is it connected to the Central Intelligence Agency (CIA)?
  • Based on the clip, who was ‘Wild Bill’ Donovan? Describe how the CIA was created.
  • What is the “President’s Daily Brief,” and what purpose(s) does it serve?
  • What is the “PICKLE,” and how has it changed over time? Who are the “customers” of the CIA?

• Option #2 - Clip #3: The Cold War (6:59).

  • Why were “spy gadgets” designed during the Cold War?
  • Based on the clip, what new technologies were developed and what purposes did they serve?
  • According to Robert Byer, how did assets communicate with the United States?
  • How would assets “identify each other?” What makes them heroes?

• Option #3 - Clip #4: Soviet Reconnaissance (5:44).

  • What “real problem” did the Central Intelligence Agency (CIA) have in the 1950s?
  • Define the “bomber gap.” How did the United States “dispel” this concern?
  • What two “platforms” did the CIA develop, how did they work, and what did they find?
  • Who was Gary Powers and what happened to him, according to Robert Byer?

• Option #4 - Clip #5: Argo (8:08).

  • Why is Argo “incredibly fascinating?”
  • What did the Central Intelligence Agency (CIA) have to “figure out?” Describe their idea.
  • Based on the clip, what was Tony Mendez’s role?
  • Why was the operation “risky,” and what does it “highlight?”

• Option #5 - Clip #6: Killing of Osama bin Laden (4:35).

  • When were the artifacts related to the 2011 Abbottabad raid “declassified?”
  • According to Robert Byer, when does the story begin? What artifacts does the museum have?
  • Based on the clip, how did the mission begin? Describe what you see in the model.
  • How did the assault team “practice” for the raid? What other artifacts does the museum have?

• REFLECTION

  After your students finish sharing their findings from the exploration section, direct them to the reflection section in their Google Slide document. Direct your students to view the linked video clip, answer the related questions on the slide, and share their findings with a partner, small group, or the class when finished.

  Clip #7: Learning from the Museum (2:42).

  • Summarize the impact of “traitors” in Central Intelligence Agency (CIA) history.
  • Why are “counterintelligence measures” important?
  • According to Robert Byer, what artifacts does the CIA Museum have?
  • Select an artifact from the CIA Museum’s website. Provide a brief summary about it.

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing on the last slide of their Google Slide document, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now visited the CIA Museum, summarize the role of the Central Intelligence Agency. Be sure to include evidence from the video clips in the lesson to support your response.