1. After reading the sample letters given, have students write a letter to Truman either supporting or opposing his building the balcony. They may choose to be a member of Congress, a member of the Commission of Fine Arts, an architect, a wealthy patron of the arts, a blue-collar worker, etc.
   
   Read the student letters aloud to the class and have them try to guess the background of the person writing the letter.
   
   Now, have students try responding to their letters in the character of President Truman!
   
   
2. View and discuss the sample political cartoons given. Have students draw cartoons that express opinions either for or against the Truman balcony. Display and discuss the completed cartoons. (See Roy Keeland's unit on political cartoons for more information.)
   
   Political cartoons depend greatly on the viewer's prior knowledge of the subject. Discuss what information the viewer needs to know to understand each cartoon.
   
   
3. View White House photos taken before and after the addition of the balcony. Have class members vote for which they prefer. Ask them to explain why they voted as they did. Send your vote results to us:
   
   email - kvest@indep.k12.mo.us
   
   
4. Discuss with your students other additions that could be made to improve the White House. Have them draw or build models of their proposed additions. Display and discuss the results.
   
   
5. The balcony is rarely used now by White House families because of security reasons. What does that say about our world today compared to fifty years ago? What could be done to make the balcony more secure? Write a paragraph or sketch your response.
   
   
6. At the time, people said that Truman's stand on the balcony showed that he was hardheaded, blustery, and unbending, among other criticisms. What positive characteristics of Truman's personality does his position on the balcony demonstrate, if any? What other words could you use to describe him? Make a list.
   
   

• Return to Truman Library home page