Grabber: ● If you wanted to send a message to your friend how would you do it? ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● Is that message guaranteed to be secret? How could you make it secret? ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Brainstorm: ● What would you have done to send a secret message 250 years ago? ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

Background: During the American Revolution there was a need for both the British and Americans to ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ send coded and secret messages to gain information about each other. This was done in a ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ number of ways through different channels, but the Culper Code and invisible ink are two ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ of the best known methods that were used. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ George Washington - known as Agent 711 in the Culper Ring - was an important figure in ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ several spy rings whose work helped the “rag-tag” colonials defeat a world power. Because ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the Continental Army was relatively small in number, many civilians were drawn into the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Culper Ring under the guidance of Major Benjamin Tallmadge, known as “John Bolton” or ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Agent 721 in the Culper Code. Other members of the ring included Anna Strong, who would ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ hang a number of handkerchiefs and a black petticoat on her clothesline to signal which ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ cove Caleb Brewster (725) would be waiting to meet Abraham Woodhull (“Samuel Culper”, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 722). Tallmadge also developed the Culper Code Book, a numerical code which allowed the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ spies to keep their messages and identities secret. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Activities: Prepare ahead: Make invisible ink (it takes two-four days for the ink to “steep,” so make ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ sure to prepare this early. https://goo.gl/V5NbR4 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ Day 1: ​ ​ 1)Introduce students to the Culper Code Book (https://goo.gl/2snAMs) and discuss why ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ certain words/places/people were included and others not included. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 2) Divide students into small groups (3-4 students) and lead them through the process of ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ creating their own quill pen and have them practice writing (use brown paper towel and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ water so they learn how much liquid they have to shake out of the quill). We had every ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ student make their own pen, and then had the groups choose the best pen to write their ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ secret message. (https://goo.gl/V5NbR4) ​ ​ ​ ​ ​ ​ 3) Assign each group a major battle from the Revolutionary War (https://goo.gl/tpckFb) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and have them use the Culper Code Book to develop a message about their battle to send to ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ another group. Check the messages for accuracy and allow groups to write the message on ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the parchment paper (http://tinyurl.com/oldparchpaper). Collect the secret messages and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ put them in a safe place to dry until Day 2. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

Day 2: ​ ​ 1) Display the digital breakout site and instruct students to navigate there on their devices ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (we recommend at least two devices per group, but it can be done with only one device per ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ group). https://sites.google.com/oacsd.com/espionageinamericanhistory/digital-breakout ​ ​​ 2) Be prepared to give hints if necessary. Traditionally, each group gets two “Hint Cards,” ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ but you can tailor that to your specific students. You may also choose to set a timer for the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ breakout - a traditional breakout takes 45 minutes, but because this includes both science ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and history information, students may need longer, so gauge the time based upon your ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ students. 3) (Depending on the length of your class, you may have to complete this step at the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ beginning of Day 3). When students have completed the breakout, they will have the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ formula for the invisible ink regent. Make sure they have the secret message from another ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ group and instruct them to use the regent to reveal the message. They should then use the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Culper Code Book to decode the message and identify the Revolutionary War battle ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ indicated by the message. ​ ​ ​ ​ ​ ​ Day 3: ​ ​ 1) Debrief the information. Some questions you may want to use: ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *What are some of the advantages and disadvantages of using spies, codes, and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ invisible ink to share secret information during wartime? ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *What kind of information did spies provide to military leaders? What advantages ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ did spying provide military leaders? ​ ​ ​ ​ ​ ​ ​ ​ *How difficult was it to create a message that hinted at something without coming ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ right out and saying it? ​ ​ ​ ​ ​ ​ ​ ​

Resources: https://www.amazon.com/George-Washington-Spymaster-Americans-Revolutionary/dp/ 1426300417 https://www.amazon.com/Invisible-Ink-Spycraft-American-Revolution/dp/1594161410/ http://www.mountvernon.org/george-washington/the-revolutionary-war/spying-and-esp ionage/ http://www.mountvernon.org/george-washington/the-revolutionary-war/spying-and-esp ionage/spies-dead-drops-and-invisible-ink/ http://www.mountvernon.org/george-washington/the-revolutionary-war/spying-and-esp ionage/george-washington-spymaster/ http://www.mountvernon.org/george-washington/the-revolutionary-war/spying-and-esp ionage/the-culper-code-book/ http://www.womenhistoryblog.com/2011/07/anna-smith-strong.html https://connecticuthistory.org/caleb-brewster-and-the-culper-spy-ring/ https://www.biography.com/people/abraham-woodhull https://www.cia.gov/library/center-for-the-study-of-intelligence/csi-publications/books- and-monographs/the-founding-fathers-of-american-intelligence/art-1.html http://clements.umich.edu/exhibits/online/spies/index-people.html

NCSS Curriculum Standards ​ ​ ​ ​ II. Time, Continuity, and Change ​ ​ ​ ​ ​ ​ ​ ​ c. compare and contrast different stories or accounts about past events, people, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ places, or situations, identifying how they contribute to our understanding of the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ past d. Identify and use various sources for reconstructing the past, such as documents, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ letters, diaries, maps, textbooks, photos, and others ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ V. Individuals, Groups, & Institutions ​ ​ ​ ​ ​ ​ ​ ​ d. Identify and describe examples of tensions between and among individuals, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ groups, or institutions, and how belonging to more than one group can cause ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ internal conflicts ​ ​ e. Identify and describe examples of tensions between an individual’s beliefs and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ government policies and laws ​ ​ ​ ​ ​ ​ C3 Standards ​ ​ D2.His.1.9-12 Evaluate how historical events and developments were shaped by unique ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ circumstances of time and place as well as broader historical contexts ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ D2.His.10.9-12 Detect possible limitations in various kinds of historical evidence and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ differing secondary interpretations ​ ​ ​ ​ D2.His.11.9-12 Critique the usefulness of historical sources for a specific historical inquiry ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ based on their maker, date, place of origin, intended audience, and purpose ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​