The Great Enemy of Truth

by ​Elizabeth Alexander

Museum Activities and Lesson Plans

‘STEAM’ Applicable
8th Grade

Rebekkah Watkins
watkinsrl1@appstate.edu
Museum Education Spring 2019
 Turchin Center Pre-Visit Activities

For Teachers:

These activities and accompanying visit are a supplement to a Civil War unit. Some previous
knowledge of Civil War history is needed. Activities are based on North Carolina 8th Grade
Social Studies Standards.

All activities can be tailored to individual class needs. Including estimated time requirements
and discussions.

For Students:

Gallery Etiquette:
R​espect for artwork, space and others begin with self-respect
E​ating and drinking within the galleries is prohibited
S​tore book bags and personal items in the lockers or coatroom
P​hotography is allowed. Remember to use #turchincenter when sharing
E​nsure the cleanliness of the gallery spaces by not leaning on walls
C​ell phones should be on silent and are not to be used while in the galleries
T​ouching, handling or leaning against the artwork is damaging to the objects

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Objectives:
1. Familiarize students with Civil War era images and vocabulary before visiting the exhibit.
2. Understand that nothing from the past can be fully erased.

Questions to prepare for museum visit:

1. Has anyone visited the Turchin Center before?
2. What are some contemporary issues involving the Civil War and those involved?
a. How does the removal of confederate statues today match the feelings of those
in the 1800s?
b. Does race play a role today like it did during the Civil War?
3. How can an art museum help us learn about history?

Curriculum Standards for Pre-Visit Activities:

● 8.H.1.2 Summarize the literal meaning of historical documents in order to
establish context.
● 8.H.2.1: Explain the impact of economic, political, social, and military conflicts
(e.g. war, slavery, states’ rights, and citizenship and immigration policies) on the
development of North Carolina and the United States.
● 8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct
historical narratives (e.g. formulate historical questions, gather data from a
variety of sources, evaluate and interpret data and support interpretations with
historical evidence).

Sources:
Social Studies textbook used in North Carolina: World History - Glencoe/McGraw-Hill
McGraw-Hill. ​Glencoe World History​. Columbus, OH: Glencoe/McGraw-Hill, 2009.
McGraw-Hill ​Networks​: ​https://www.mheducation.com/prek-12/explore/networks.html

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Activity 1:
Memory Match
Items needed:
● Civil War image flash cards (included in packet)

Activity 2:
Draw, Shred, Fix
Items needed:
● Sheets of blank paper
● Writing utensil
● Glue, tape, etc.

Activity 3:
2 Truths and Lie - History Edition
Items needed:
● Sticky notes (variety of colors)
● White board

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Activity 1: Memory Match

How to Assemble:
1. Print out attached playing cards
2. Cut playing cards out
3. Glue individually to cardstock/thicker paper
4. Optional: laminate cards to prevent tears

Estimated Time Required:

10-15 minutes

How to Play:
1. Lay out all cards face down on a flat surface
2. Flip one card over and study it
3. Flip another card over to try and match the name to the image or definition
a. If the cards ​do not​ match, flip both face down and try again
b. If the cards ​do​ match, remove them both from the face down set and place
them to the side
4. Continue steps 2 and 3 until all cards have been matched
5. Challenge Step: time how fast you can match the photos to the names and see if
you can get quicker with recognizing the faces and places

Curriculum Focus:
8.H.1.2 Summarize the literal meaning of historical documents in order to establish
context.
❖ By practicing key figures, famous places, and terms, students learn more about
who and what played a role in the Civil War. ​Some places and people in this
game are specifically from North Carolina.

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Activity 2: Draw, Shred, Fix

Estimated Time Required:

10-15 minutes

How to Play:
1. Have students draw a simple image over the entire paper
a. Examples: house, nature scene, smiley face
2. Students then shred/tear the paper into a bunch of pieces
3. Instruct the students to try and piece the image back together, using glue, tape,
etc.
4. Explain that no matter how hard they try, the image will never be fully perfect
again - comparison to how conflict affects society
a. How there are still racial issues today, approx. 150 years later
b. Battles destroy landmarks and cause a loss of history (ISIS destroying
historical buildings and archives)

Curriculum Focus:
8.H.2.1: Explain the impact of economic, political, social, and military conflicts (e.g. war,
slavery, states’ rights, and citizenship and immigration policies) on the development of
North Carolina and the United States.
❖ By explaining to the students how them tearing up the image, the picture will
never fully be the same and comparing that to ​how the state of North Carolina
was affected after the Civil War

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Activity 3: Two Truths and a Lie - History Edition

How to Assemble:
1. Break students into groups of 2-3
2. Write simple North Carolina Civil War facts on individual sticky notes
a. Approximately 2 facts/sticky notes per group of students (if possible have
a different color for each group)
i. Ex: ​The words "In God We Trust" first appeared on a U.S. coin in
1864.
1. Source​:​https://www.pbs.org/kenburns/civil-war/war/civil-war-facts/
3. Write Civil War myths on individual sticky notes (if possible have a different color
for each group)
a. Approximately 1 myth/sticky note per group of students
i. Ex: ​Abraham Lincoln finished the Gettysburg Address on the back
of an envelope on the way to Gettysburg.
1. Source:
https://www.battlefields.org/learn/articles/7-gettysburg-myths-and-
misconceptions
How to Play:
1. Create two columns on a whiteboard (one for truths - one for lies)
2. Have one group at a time post their color sticky notes on the side they think the
fact belongs on, truth or lie
3. Once each group has gone, go through each sticky note and discuss if the fact is
true or a lie

Curriculum Focus:
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct
historical narratives (e.g. formulate historical questions, gather data from a variety of
sources, evaluate and interpret data and support interpretations with historical
evidence).
❖ By having students sort through true and false statements about the Civil War
they are ​checking sources and asking questions about historical narratives.​

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 Braxton Bragg
Confederate Soldier
born in
North Carolina

Braxton Bragg
Daniel Harvey Hill
Confederate Soldier
died in North
born inCarolina
North Carolina
 Ulysses S. Grant
Union General

Robert E. Lee
Confederate General
 Union Flag

Abraham Lincoln
Bentonville Battlefield

Confederate Flag
 Harriet Tubman

Susie King Taylor

 Turchin Center During-Visit Activities

For Teachers:

These activities and visit are math focused and require a general understanding of
North Carolina 8th grade math standards.

Have students broken into groups with adults before arriving. This will be needed for
some of the during-visit activities.

Estimated Trip Time:

1-2 hours

For Students:

Gallery Etiquette:
R​espect for artwork, space and others begin with self-respect
E​ating and drinking within the galleries is prohibited
S​tore book bags and personal items in the lockers or coatroom
P​hotography is allowed. Remember to use #turchincenter when sharing
E​nsure the cleanliness of the gallery spaces by not leaning on walls
C​ell phones should be on silent and are not to be used while in the galleries
T​ouching, handling or leaning against the artwork is damaging to the objects
Objectives:
1. Use 8th grade math lessons to better understand art exhibits
2. Help students become more independent when exploring art galleries
3. Compare how math = “truth” and history = “fact”

Curriculum Standards for During-Visit Activities:

8.EE.2: Use square root and cube root symbols to:
❖ Evaluate square roots of perfect squares and cube roots of perfect cubes for
positive numbers less than or equal to 400.

8.G.5: Use informal arguments to analyze angle relationships.

❖ Recognize relationships between interior and exterior angles of a triangle.
❖ Recognize the relationships between the angles created when parallel lines are
cut by a transversal.
8.G.5 Compare any angle to a right angle, and describe the angle as greater than, less
than, or congruent to a right angle.

Sources:
Math textbook used in North Carolina: IMPACT Mathematics - Glencoe/McGraw-Hill
McGraw-Hill. ​IMPACT Mathematics, Course 3​. Columbus, OH:
Glencoe/McGraw-Hill, 2008.
McGraw-Hill ​Building Blocks:​
https://www.mheducation.com/prek-12/program/microsites/MKTSP-TMB02M0.html
Activity 1:
Math Cipher Exhibit Scavenger Hunt
Items needed:
● Copy of activity for each student
● Copy of answer key for each group leader/adult
● Pencils
● calculators/optional
Curriculum Focus:
8.EE.2: Use square root and cube root symbols to:
❖ Evaluate square roots of perfect squares and cube roots of perfect cubes for
positive numbers less than or equal to 400.

Activity 2:
Finding Angles in Art
Items needed:
● Copy of activity for each student
● Copy of example activity for each student
● pencils
Curriculum Focus:
8.G.5: Use informal arguments to analyze angle relationships.
❖ Recognize relationships between interior and exterior angles of a triangle.
❖ Recognize the relationships between the angles created when parallel lines are
cut by a transversal.

Activity 3:
Compare the Angles
Items needed:
● Activity paper for each student
● Pencils
Curriculum Focus:
8.G.5 Compare any angle to a right angle, and describe the angle as greater than, less
than, or congruent to a right angle.
Activity 2: Finding Angles in Art

Look at the display in the middle of the gallery. What angles can you see?
1. Guesstimate the angles. Write them down on your activity sheet.
2. Draw a picture of your angle.
3. Find the supplementary angle
4. Turn your original angle into a transversal angle
5. Find the degrees of those angles
Example for Activity 2:

1. Angle between chair and tire = 60 degrees

2.

3. 60 + _ = 180; supplementary angle = 120

4.

5.
Problem 1:

Problem 2:
Problem 3:

Problem 4:
Activity 3: Compare the Angles
Find a new exhibit! In the new exhibit find as many angles as you can.
Compare them to 90 degree angles. Are they greater than, less than, or
congruent?

Circle your choice, describe the angle, and guesstimate the size of angle

1. Greater than Less than Congruent

____________________________________________________
____________________________________________________
____________________________________________________

2. Greater than Less than Congruent

____________________________________________________
____________________________________________________
____________________________________________________

3. Greater than Less than Congruent

_____________________________________________________
_____________________________________________________
_____________________________________________________

4. Greater than Less than Congruent

_____________________________________________________
_____________________________________________________
_____________________________________________________

5. Greater than Less than Congruent

_____________________________________________________
_____________________________________________________
_____________________________________________________
 Turchin Center Post-Visit Activities

For Teachers:

These activities follow a visit to the Turchin Center. The topics in the post-visit activities will tie
together both the pre-visit and during-visit curriculum.

All activities can be tailored to individual class needs. Including estimated time requirements
and discussions.

Curriculum Standards for Post-Visit Activities:

Writing:
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
❖ Organize information and ideas around a topic to plan and prepare to write.
❖ Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
❖ Establish and maintain a formal style.
❖ Provide a concluding statement or section that follows from and supports the
argument presented.
Mathematics:
8.G.5: Use informal arguments to analyze angle relationships.
❖ Recognize relationships between interior and exterior angles of a triangle.
❖ Recognize the relationships between the angles created when parallel lines are
cut by a transversal.
❖ Solve real-world and mathematical problems involving angles.
Social Studies:
❖ 8.G.1.1 Explain how location and place have presented opportunities and
challenges for the movement of people, goods, and ideas in North Carolina and
the United States.
Visual Arts:
❖ 8.V.1.2 Apply the Elements of Art and Principles of Design in the planning and
creation of personal art.
❖ 8.V.3.2 Use a variety of media to create art.
❖ 8.V.3.3 Evaluate techniques and processes to select appropriate methods to
create art.
Objectives:

1. Discuss the importance of truths and facts in art, history, and math
2. Answer the question: How can art museums teach history? How can art museums teach
math?
3. Follow the writing steps process to make a claim, statement, or arguement

Activity 1:
Write a Paper about Angles in Art
Items needed:
● Writing paper
● During-visit activities
● Pencils

Activity 2:
Draw What You Saw
Items needed:
● Paper
● Drawing utensils

Activity 3:
History Locations and Dioramas
Items needed:
● Computer/Librarian Assistance
● Shoebox/Cardboard Base
● Construction Paper
● Tongue Depressors/Popsicle Sticks
● Other basic art supplies

Sources:
Writing textbook used in North Carolina: Writer’s Choice - Glencoe/McGraw-Hill
Hill, McGraw. ​Writer's Choice, Grade 8, Vocabulary and Spelling Strategies and Practice.​
National ed. McGraw-Hill, 2009.
Activity 1: Write a Paper about Angles in Art (1-2 pages)
Process:
1. Write an outline with information on what angles were found in the art exhibit
2. Use the During-Visit activity (Finding Angles in Art) to make the claims for the
paper
3. Edit the paper for errors and make sure it follows the writing format

Estimated Time Required:

● 10-15 minute in-class explanation/discussion
● 1 hour homework
● 10-15 minutes in-class discussion after turn-in

Paper must include:

❖ Key words: guesstimate, supplementary, transversal, angle degree
❖ Introduction and conclusion
❖ Information about the in-person visit

Curriculum Focus:
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
❖ Organize information and ideas around a topic to plan and prepare to write.
❖ Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
❖ Establish and maintain a formal style.
❖ Provide a concluding statement or section that follows from and supports the
argument presented.
8.G.5: Use informal arguments to analyze angle relationships.
❖ Recognize relationships between interior and exterior angles of a triangle.
❖ Recognize the relationships between the angles created when parallel lines are
cut by a transversal.
❖ Solve real-world and mathematical problems involving angles.
Activity 2: Draw What You Saw

Process:
1. Read the Elements of Arts and Principles of Design to the students
2. Give each student a blank piece of paper
3. Using the elements and principles, have students draw what they saw in the art
museum
4. Discuss what they drew and what elements and principles they used

Estimated Time Required:

● 10-15 minutes

Curriculum Focus:
❖ 8.V.1.2 Apply the Elements of Art and Principles of Design in the planning and
creation of personal art.

Elements of Arts and Principles of Design:

Elements of art​ are the visual tools that the artist uses to create a composition. These
are line, shape, color, value, form, texture, and space.
Principles of art ​represent ​how the artist uses the elements of art ​to create an effect
and to help convey the artist's intent. The principles of art and design are balance,
contrast, emphasis, movement, pattern, rhythm, and unity/variety.
https://www.thoughtco.com/principles-of-art-and-design-2578740
Activity 3: History Locations and Dioramas

Process:
1. Have each student or pair of students pick a location important to North Carolina
or southern Civil War history.
2. The students will then research the location for buildings, landscapes, important
battles, etc.
a. They may use the help of a librarian for this research
3. Students will then build a diorama of their location using art materials and ideas
from the The Great Enemy of Truth exhibit
4. Presenting and Discussing the dioramas to the class to further their
understanding of North Carolina/southern Civil War history

Estimated Time Required:

2-4 class periods to research and build

Curriculum Focus:
❖ 8.G.1.1 Explain how location and place have presented opportunities and
challenges for the movement of people, goods, and ideas in North Carolina and
the United States.
❖ 8.V.3.2 Use a variety of media to create art.
❖ 8.V.3.3 Evaluate techniques and processes to select appropriate methods to
create art.