4th Grade’s LIVING WAX MUSEUM
Description of Assignment:
We will be developing a living wax museum that students and parents can come and visit.
This project will take two weeks to prepare at school, but you may want to begin costume
preparations at home sooner. Students will choose a famous historical person to research, write a
research report, and develop a speech that summarizes their famous historical person. Then the
fun part begins. Students will create a costume, dress as their chosen person, and then assume the
identity of their historical figure on presentation days.
Important Notes:
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The writing and speaking portions of this project will be completed at school.
Due dates and guidelines are provided in this project packet.
This project will count as a grade in reading and writing. (see rubric)
This project will be comprised of three to four main elements:
1. Research Report
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
Students will read nonfiction books, encyclopedia articles, and websites on their subject and
use these reference sources to collect information. They should locate information concerning
their subject's date of birth, childhood, family, education, adult life, and date of death, which
they record on the biography research outline. (this part is done at school)
This form is a draft copy and is then used to type or handwrite a FINAL research report with
text features. (this part is done at school)
2. Speech
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Students will use the information from their research reports to write a 2 minute speech.
They will be speaking as if they were this person so their statements will be “I” statements.
Follow the same format as the outline to help plan the speech.
Students are NOT required to memorize their speech. The final copy of the speech will be
written on large note cards (we will provide them). However, they cannot read strictly from
the cards. They should practice enough that the speech is almost automatic, and the cards
are used as reinforcement.
Practice timing at home! Practice! Practice! Practice! When people are nervous they often
speak faster, so concentrate on slowing down. The more they practice giving their speech in
front of people, the more comfortable they will be.
3. Costume Presentation
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Students dress in costume to portray their subject. This costume should accurately convey
information about the subject and the time period in which they lived.
Don’t wait until the last minute! Start to look for a costume, collect pictures, and locate
other props that you can use to help “set the scene.”
Look at pictures of your person to give you inspiration. Did they wear glasses? How did their
hair look? Be creative and have fun with it.
This portion of the project should be completed at home.
4. Poster Display Board (optional Level 4)

This must be at least a 22” x 28” sheet of poster board. You may choose a larger display if
you like. You must include sections and display elements similar to what you might see in a
museum.
 Famous Person’s Name
*Must be prominently displayed in large letters centered at the top of the board.
 Time Line
*Students will fill in the timeline graphic organizer with a minimum of 6 important events
(including birth and death dates)
 Pictures
1. Display must include a minimum of 4 pictures.
2. You may use various sizes of pictures, but you should have one LARGE picture of the famous
person that stands out from the other pictures.
3. Color pictures are preferred.
 Additional Elements
In addition to the requirements above, you should include any other important visual aids
that will give viewers more information about your famous person.
This may include:
1. A map of where this person lived or any significant landmarks related to this person
2. Any notable quotes made by the famous person
3. Any objects or props that can be added to the display area (does not have to attach to
poster board)
Online Examples
News article with 20 photos
http://www.ctpost.com/trumbull/slideshow/St-Theresa-School-living-wax-museum-project2032.php#photo-2
Video Examples of Student Speeches – Teacher Tube
Betsy Ross
http://www.teachertube.com/video/wax-museum-betsy-ross-30139
Sacagawea
http://www.teachertube.com/viewVideo.php?video_id=30139&title=Wax_Museum___Betsy_Ross
Mari Curie
http://teachertube.com/viewVideo.php?title=Wax_Museum___Marie_Curie&video_id=30149
Helen Keller
http://teachertube.com/viewVideo.php?title=Wax_Museum_Helen_Keller&video_id=30252
Anne Frank
http://www1.teachertube.com/viewVideo.php?title=Wax_Museum___Anne_Frank&video_id=30151
Wax Museum Project Approval
Points to Consider:
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Select a person you are interested in who has done something significant in history, or has made a positive
contribution to society.
Select a person that you will be able to find a lot of information about.
The famous person can be someone that is still alive as long as they meet the above criteria.
The list below includes suggestions.
Students will most likely be assigned their 1st choice, but having a 2nd and 3rd choice is helpful in the planning
process.
Suggestions:
Abraham Lincoln
Florence Nightingale
Helen Keller
Rosa Parks
The Wright Brothers
Lewis and Clark
William Shakespeare
Jackie Robinson
Benjamin Franklin
Martha Washington
Albert Einstein
Shirley Temple
Sojourner Truth
Henry Ford
Jacques Cousteau
Clara Barton
Ruby Bridges
Martin Luther King, Jr.
Neil Armstrong
Eleanor Roosevelt
George Washington
Andrew Jackson
Clara Barton
Daniel Boone
Walt Disney
Amelia Earhart
Betsy Ross
Laura Ingalls Wilder
Sacagawea
Thomas Jefferson
Pocahontas
Babe Ruth
Harriet Tubman
Maya Angelou
Thomas Edison
Frederick Douglas
Wax Museum Project Checklist
and Due Dates
Use this
section as a
checklist
when each
assignment is
completed
Due Date
Description
Monday,
November
24th
Project Parent Signature
Form
December
5th
Biography Notes Research
Outline and Timeline Due
December
10th
Rough Draft Research
Report Due
December
12th
Final Published Research
Report Due (typed at
school)
Written Speech on Note
Cards Due
Speech Practice
Presentation/Green Screen
December
16th
Parent reads through assignment
description with student. Return
signed parent signature form
indicating that you have received and
read the project guidelines.
Students should be prepared to
present their speech to our class as
practice. This is a dress rehearsal, so
costumes should be worn. They will
be recorded.
Wednesday, Wax Museum Presentation
December
Parents Invited from 1:15
17th
to 3:00 in Media Center
Teacher
signature
Project Parent Signature Form
Please complete the following and return this form signed.
_____ I have received and read the project information packet about the Wax
Museum project.
Student Signature: ______________________________________________________
Parent Signature: ______________________________________________________
Due Date: November 24th
Biography Research Outline Completed in Writer’s Notebook:

Page 1: Famous person’s name, date of birth, place of birth, and date of death
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Page 2: Childhood
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Page 3: Education
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Page 4: Family
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Page 5: Why is ____famous or unique? What major contribution did ___make to humanity?
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Page 6: Death and later years (as applicable)
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Page 7: Answers for at least three of the following questions:
o Did other people influence his/her life?
o What are three lessons you might learn from this person?
o Did this person make mistakes or poor choices? If so, how did this shape his/her life?
o Did this person have enemies? Why?
o Did this person have mentors?
o Did this person act based on beliefs shaped by religion, politics, or personal beliefs/code of ethics?
o Was this person a hero? If so, why?

Page 8: Resources you used for research (at least five)
1. _______________________________________________________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
4. _______________________________________________________________________________________________
5. _______________________________________________________________________________________________
Due Date: December 5th
Your Name: ________________________ Famous Person: _________________________
Timeline Graphic Organizer
As you read your sources, fill in the timeline to record important historical events.
Must include a minimum of 6 events.
can input that information into the online timeline generator. This will produce a
printable timeline that will be used on the display board. (optional)
http://www.teach-nology.com/web_tools/materials/timeline/
Date
Event
(day, month, and year)
include all 3 whenever possible
Due Date: December 5th
Based on Research
Outline
Based on Final
Draft
Based on
Speech
Based on
accuracy of
information
Grading Rubric
1
2
3
4
RI4.3 – Explain events, procedures,
ideas, or concepts in historical,
scientific, or technical text, including
what happened and why, based on
specific information in the text.
Student only
used one text
and still had
trouble using
information.
Student only
used one text
but was able
to use
information.
Student used
several
sources and
clearly
understood
the topic.
Student used
a variety of
sources and
became an
expert on the
topic.
RI4.9 – Integrate information from
two texts on the same topic in
order to write or speak about the
subject knowledgeably.
Student only
used one text
and still had
trouble using
information.
Student only
used one text
but was able
to use
information.
Student used
several
sources and
clearly
understood
the topic.
Student used
a variety of
sources and
became an
expert on the
topic.
SL4.4 – Report on a topic or text, tell
a story, or recount an experience in
an organized manner, using
appropriate facts and relevant,
descriptive details to support main
ideas or themes, speak clearly at an
understandable pace.
Student did
not speak on
their topic.
Student
spoke on
their topic,
but it lacked
several
elements in
the objective.
Student
spoke on
their topic,
and it had
most of the
elements in
the objective.
W4.2a - Write informative/
explanatory texts to examine a topic
and convey ideas and information
clearly. Introduce a topic clearly
and group related information in
paragraphs and sections: include
formatting, illustrations, and
multimedia when useful.
W4.4 - Produce clear and coherent
writing in which the development
and organization are appropriate to
task, purpose, and audience.
Student did
not turn in a
final draft.
Student
turned in a
final, but it
lacked
several
elements in
the objective.
Student’s
final draft
had most
elements in
the objective.
Student
spoke clearly
and
enthusiastica
lly about
their topic
and had
memorized
their speech.
Student’s
final was
excellent and
they had a
visual display
during the
museum.
Student did
not turn in a
final draft.
Student’s
final draft
had most
elements in
the objective.
W4.7 – Conduct short research
projects that build knowledge
through investigation of different
aspects of a topic.
Student
needed a lot
of assistance
in order to
complete
research.
Student
turned in a
final, but it
lacked
several
elements in
the objective.
Student
needed
assistance in
order to
complete
research.
W4.8 – Gather relevant information
from print and digital sources; take
notes and categorize information,
and provide a list of sources.
Student
needed a lot
of assistance
in order to
complete
research.
Student
needed
assistance in
order to
complete
research and
used only
one source.
Student
conducted
research with
minimal
assistance
and finished
outline.
Student
conducted
research
using several
sources with
minimal
assistance.
Student’s
final was
excellent and
they had a
visual display
during the
museum.
Student
independently
conducted
research and
needed no
assistance.
Student
independently
conducted
research and
used a
variety of
sources.