The “You” Exhibit Elementary Level | Two class periods Background information 
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The Tracing the Trumans exhibit at the Truman Library and Museum features an array of family artifacts, heirlooms, utilities, and other items preserved from the Truman and Wallace families. Though most of these objects appear to be basic or everyday tools, each one has its own place in its family’s history. The same can be said of your family’s household items. Maybe you have a chair you sit in for dinner every evening, or a favorite shirt or dress, or a game you enjoy playing – whatever the case, you and your family have possessions with entire back stories to them, and just like the Truman and Wallace families, they could be showcased in a museum exhibit. Taking on the role of a museum curator, choose an object you can display in an exhibit for the class. Using the questions provided as a guide, you will present your exhibit and explain what it means to you and/or your family. Vocabulary 
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Curator – the person in charge of a museum, art collection, etc. Exhibit – an object or collection of objects shown in a museum, gallery, etc. Procedure 1. On Day One, discuss background information with students, pass out the worksheet, and begin a discussion, providing an example of an item of importance to you. 2. Students should begin brainstorming on which item each would like to present. 3. After working from home, students should be prepared to present their exhibit the following class period. 4. Help the students set up their exhibits around the room so that every object is on display, and the class can “tour” the room, viewing each one. 5. As the class reaches an exhibit, have its owner step to the front and explain what it is to the class. 6. Preferably, you will bring in your own exhibit and present it, as well. Materials needed 
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Worksheet Object to present Assessment 
Students will be assessed on completion and participation in the activity. The “You” Exhibit – Worksheet You are the curator of a museum dedicated to your family. Choose an object from your
home to put on display. It could be a favorite toy, an ornament, a book – anything that holds
importance for you and your family. Your assignment is to take that item and present it to the
class as an item in a museum exhibit, using the following questions as a guide.
Questions about Your Exhibit 1. What is it? 2. How long have you had it? 3. How did you get it? Did someone give it to you, or did you find it yourself? 4. How do you use it? 5. Why is it important to you? The Henhouse Squawk Elementary level | 30‐40 minutes Background information 
In the 1920s, before television news, the internet, and cell phones, newspapers were the only way to learn what was going on locally and around the world. Margaret Truman and her friends created their own neighborhood newspaper called The Henhouse Squawk. Vocabulary 
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Primary source – an original record created at the time the event happened or an eyewitness account recorded after the event occurred. Journalism – the occupation of writing, editing, photographing, and broadcasting news. Procedure 1. Discuss background information with class. 2. Define primary source and the importance of keeping primary sources. 3. Explain what journalism is and the different kinds of questions students should ask to create their own newspaper. 4. Have students break into groups of 2‐3 and interview students in their group about topics that interest them. Have each student contribute to their newspaper by setting up column style articles with pictures. Examples could be what the student did over the weekend, a birthday party, a pet, etc. Materials needed 
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Copy of The Henhouse Squawk for visual reference Construction paper or template for newspaper Pencil, markers, colored pencils Assessment 
Each student will write a brief paragraph about the student he or she interviewed and the topic chosen while also providing an image that correlates. Your Family Tree Elementary Level | Two class periods Background information 
The Tracing the Trumans exhibit was made possible by extensive genealogy research and the construction of family trees. The exhibit contains many artifacts and photographs of grandparents, parents, aunts, uncles, cousins, brothers, and sisters. Studying who you are and where you came from is important to knowing your personal history. Vocabulary 
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Genealogy – the study of family history and ancestries Family tree – a diagram displaying the relationships between family members Genealogist – a person who studies family histories and ancestries Procedure 1. Discuss background information with class and explain the importance of a family tree. 2. Give students worksheet that demonstrates the structure of a family tree and what information is included. 3. From home, students should gather information about their family with photos. Encourage students to get creative with their formatting and design. The tree should reach back to at least their grandparents, but may reach further if the students wish. 4. Students will bring in their completed family trees and share them with the class the following class period. Materials needed 
Family tree example Assessment 
Students will be assessed on participation in their presentations. Franklin D. Roosevelt Eleanor Roosevelt Grandfather Grandmother Stevie Nicks Jim Henson Bill Murray Tina Fey Aunt Uncle Father Mother Anderson Cooper Cousin Dave Matthews Brother Me What Did Santa Bring Margaret? Elementary Level | 20‐30 minutes Background information 
In this photo of the Truman’s Christmas tree on display at the Harry S. Truman Library and Museum, we see many presents under the tree for Margaret. The photo was taken in 1926, which would have made Margaret, the daughter of President Truman, about two years old. Many of the toys under the tree are on display in the museum’s exhibit on the Truman and Wallace families. Compare and contrast your family’s Christmas tree or the toys in the picture to toys or Christmas trees of today. What do you find similar? Different? Vocabulary 
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Compare – finding similarities Contrast – finding differences Procedure 1. Discuss background information with students. 2. Define “compare” and “contrast.” 3. Have students look over the photo and answer the questions on the worksheet. Materials students need 
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Worksheet Photograph of 1926 Christmas tree Assessment 
Students will be assessed on participation. The student should have an appropriate prop and valid information on his or her historical figure. What Did Santa Bring Margaret? Worksheet 1. List the toys you see under the tree in the picture. 2. What is different or similar from your family’s tree to the one in the picture? 3. What do you notice that is different in how the presents are displayed under the tree from your Christmas tree? 4. Do you see toys under this tree that you would have? 5. What is different about the wicker baby buggy and a metal baby buggy (stroller) today for a doll? 6. Does the toy school bus look like a bus today? If not, explain the differences. 7. The large toy car under the tree is a metal pedal car. Do you have a pedal car? How are toy cars today different? Little Orphan Annie Radio Show Elementary Level | One class period Background information 
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Little Orphan Annie was a comic strip in 1924, running in newspapers until 2010. It was about a little girl and her adventures with her dog and the character Daddy Warbucks. It became a radio show in the 1930s and later a movie starring Shirley Temple as Annie. The famous Broadway musical, Annie, debuted in 1970. The Little Orphan Annie coloring book belonged to Margaret Truman. Coloring books – childhood favorites for many generations – usually feature popular characters from movies and children’s television shows. Little Orphan Annie was popular when Margaret was a child. Vocabulary 
Radio show – before television, actors would voice‐act stories over the radio. Procedure 1. Discuss background information with students. 2. Play samples from different old radio shows online. radiolovers.com, otr.net, oldradioworld.com, and archive.org/details/oldtimeradio are all sites that allow streaming of old radio show episodes. Sample from different genres such as sci‐fi/superhero, comedy, and mystery. 3. Split students into groups and have each group write a short episode of a radio show. 4. When all groups are finished, have them perform their shows for the class by voice‐acting without props or actions. Materials needed 
Classic radio show streaming sites (listed above) Assessment 
Students will be assessed on completion and participation in their presentations. Who’s That Baby? Elementary Level | Two class periods – Day One: 10‐20 Minutes, Day Two: 40‐50 minutes Background information 
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The Harry S. Truman Library and Museum’s exhibit on the Truman and Wallace families is composed of several pictures from family events. The photographs on display are stored carefully in the archives of the Truman Library. The birth of Harry and Bess Truman’s only daughter, Margaret, was a very special moment. In the photo provided, President Truman holds baby Margaret outside their home in Independence. Another photo provided for this activity shows President Truman as a baby. Why do you think the Harry S. Truman Library and Museum would keep baby photos of Harry, Bess, Margaret, or other family members related to the Trumans? Why is it important to save photographs? Think about these questions as you look at the pictures provided. Vocabulary 
Archive – a place that specializes in protecting papers, photographs, and film for historical use. Procedure 1. Have students take this assignment home to ask parents about the day they were born and provide a baby picture of themselves. 2. On the following class period, have students bring their photographs. Each photograph should have a post‐it note on the back with the corresponding student’s name written. Assign each picture a number. 3. Line up the pictures in front of the classroom and have all students use a piece of paper to try to identify Baby 1, Baby 2, Baby 3, etc. independently without any hints from other classmates. 4. After students individually make their guesses, have each student reveal their picture in order and share information from their worksheet assignment about the day they were born. 5. The student with the most accurate guesses could receive a prize. Materials needed 
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Worksheet Baby pictures of students Assessment 
Students will be assessed on completion and participation in the activity. Harry S. Truman, 1884 Harry S. Truman holding daughter Margaret, 1924 Questions for Mom, Dad, or Grandparent 1. What day of the week was I born? 5. Who were my first visitors? 2. What time was I born? 6. Did anything funny or weird happen when I arrived? 3. What was the weather like? 7. Any special memories from the day I was born? 4. Where was I born? 8. Was I a good baby? Compare the Photographs Elementary Level | 30‐45 minutes Background information 
Anytime we visit a museum, we take a step back through time. The Harry S. Truman Library and Museum’s exhibit on the Truman and Wallace families features several family photographs. Being a reflection of the time period, each photograph differs greatly from any family photograph you pull from your own family albums. Being able to identify and analyze these similarities and differences helps us learn more from what we see in the exhibit. Vocabulary 
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Compare – to examine two or more people or things in order to discover similarities and differences between them Contrast – to compare different things or arrange them in a way that highlights their differences Era – a period of time made distinctive by a significant development, feature, event, or personality Procedure 1.
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Discuss background information with class. Provide students with photographs from the exhibit and a Venn diagram. Explain the Venn diagram and provide your own example of one. Have students choose a photograph from their family albums to bring in to compare to one of the three photographs from the museum. 5. Students should be able to find the similarities and differences and list them accurately within the diagram. 6. Students may share their diagrams with the class if desired. Materials needed 
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Photograph – students choose one out of three provided from the museum to compare to one provided by students themselves Venn diagram Assessment 
Students should be able to accurately compare and contrast the similarities and differences in the two pictures provided on their worksheet. Answers should follow the guide provided. Cousin Ethel Nolan, cousin Nellie Nolan, Truman, and Truman’s sister Mary Jane ice‐skating. 1910 Harry and Bess in the front seat with Mary Jane and Nellie Nolan riding in back. 1915 Mary Jane, Ethel, and first cousin Robert at the water pump. 1907 Your Favorite Historical Figure Elementary Level | Two class periods Background information 
In this photograph, Margaret Truman is dressed as Mark Twain, a famous writer from Hannibal, Missouri, known for his books Huckleberry Finn and The Adventures of Tom Sawyer. Throughout your history lessons, you have learned about many American presidents, explorers, musicians, artists, writers, athletes, generals, civil rights leaders, etc. Who are some historical figures you admire for their effects on history? Why are they important to history? Procedure 1. Discuss background information with students and start a class discussion on appropriate historical figures they could use for this assignment. 2. Have students pick one historical character to research. 3. Students should be encouraged to dress up as their historical figures. If a student were to pick George Washington, a white wig would be appropriate. For Abraham Lincoln, a tall construction paper hat would be ideal. Students should be crafty and creative, making their costumes from paper or props at home. 4. Students should give background information about where their characters are from, when they were alive, what they are famous for, and any other interesting information. 5. Have students research for one day and decide which props they need to make or find at home to help their costumes. Visiting the library for a book by a famous author is encouraged. 6. The following class period, have students present 1‐3 minutes about their character. Encourage students to ask the re‐enactor questions. Materials 
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Textbook Computer Library Construction paper Scissors, glue, tape, markers, colored pencils Note Cards Assessment 
Students will be assessed on participation. The student should have an appropriate prop and valid information on his or her historical figure. Margaret Truman in costume portraying writer Mark Twain. Make Your Own Portrait Elementary Level | 45 minutes – 1 hour Background information 
The Tracing the Trumans exhibit features several portraits of Truman and Wallace family members – some examples are on the next page. Most were taken in the early days of photography, which began to replace the practice of painted portraits. Select a favorite photograph of yourself and turn it into a hand‐drawn portrait. Vocabulary 
Portrait – a painting, photograph, or drawing of somebody, somebody's face, or a related group Procedure 1.
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Discuss background information with class. Have each student bring a photograph of him or herself to class. Students should recreate their pictures by drawing self‐portraits. When finished, portraits should be displayed on a bulletin board. Materials needed 
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Drawing paper Pencils Markers Colored pencils Assessment 
Students will be assessed on completion of their portraits. Portrait of Bess Wallace, four years old. 1889.