Beyond Schlock on Screen: Teaching the History of Cryptology Through Media Representations of Secret Communications Peter Krapp Professor, Film & Media Studies/ Informatics Humanities Gateway 2321 University of California, Irvine
[email protected] Abstract The overall arc of the course leads students to ponder the motivations for secure and secret This paper lays out the course design for, transmissions, from assurances of communication and teaching experiences with, a class that integrity to various forms of authentication, and introduces students in the humanities to beyond a na"ive identification of concealment with the history of cryptology, with particular security. Once they wrap their heads around the attention to film and media studies. The difference between steganography and cryptology course covers principles of secret and begin to appreciate the nuances of substitution communication from ancient times to the and transposition ciphers, historical examples 2 I81 century, and encourages students to from the ancient Skytale to forms of the Pigpen develop creative solutions that may help cipher allow hands-on decoding experience. After portray computing, computer networks, an aside about steganography and invisible ink, it and cybersecurity issues in more informed is time for methods of cracking monoalphabetic and accurate ways on screen. substitution (Kahn 1967, Macrakis 2014, Singh 1999). Most students at the University of 1 Introduction California have sufficient prior exposure to American history to enjoy exploring secret While