Skip to Content

Found 2,062 Resources

Teaching Historical Inquiry with Objects week 3 conversation

National Museum of American History
Kathy and Naomi take questions on building compelling questions and finding museum resources for the classroom.

Understanding Weather and Climate– Lesson 9: Ocean Currents- Inquiry 9.2 Prep Work

Smithsonian Science Education Center
"Quick Tips: Resources for Teachers” is a series of short videos providing down-to-earth advice and instructional tips to teachers of STC™, our signature science curriculum. Each “Quick Tip” offers practical suggestions by experienced teachers for handling materials or managing classrooms in science investigations.

An inquiry into the principles of beauty in Grecian architecture. By George, Earl of Aberdeen

Smithsonian Libraries
"Extracted from Wilkins's translation of Vitruvius, to which this work is an introduction."

John Peabody Harrington papers: Memoranda prepared in response to letters of inquiry, circa 1940s-circa 1950s, undated

National Anthropological Archives
Microfilm and digital surrogates of microfilm are available. See Volume 8, reel 6, which also contains materials from other subseries.

Contact the repository for terms of use.

Electronic inventory available. Consult with archivist. For a comprehensive description of these materials, see "The papers of John Peabody Harrington in the Smithsonian Institution, 1907-1957, Volume 8, A guide to: Notes and Writings on Special Linguistic Studies," edited by Elaine L. Mills, Louise G. Mills, and Ann J. Brickfield. http://anthropology.si.edu/naa/harrington/pdf/mf_guides/jp%20harrington%20guide%20-%20volume%208.pdf

This subseries is part of the Notes and writings on special linguistic studies series in the John P. Harrington papers. The memoranda are a result of Harrington's responsibility as ethnologist at the Bureau of American Ethnology to respond to various letters of inquiry from scholars and members of the general public. Harrington did not answer these reference letters directly but drafted memoranda which were used as the basis for replies by the current clerk or chief of the bureau, specifically Matthew W. Stirling and Frank H. H. Roberts. The inquiries deal with many American languages as well as some others throughout the world. The subjects usually involve questions on the etymology of words or geographic names or requests for translations into other languages of English greetings, names, numbers, or such common words as "man," "mother," and "father."

Hail to the chief [sound recording] : an inquiry into the powers of the presidency: a documentary / produced by Anthony G. Pilla

Ralph Rinzler Folklife Archives and Collections
Program notes (15 p.) inserted in container.

The isthmus of Darien in 1852. Journal of the expedition of inquiry for the junction of the Atlantic and Pacific oceans. By Lionel Osborne. With four maps

Smithsonian Libraries
Also printed, for private circulation, London, 1853, under title: Journal of a trip to Darien.

Wand of Inquiry, (sculpture)

Art Inventories Catalog, Smithsonian American Art Museums
Carlock, Marty, "A Guide to Public Art in Greater Boston," Boston: Harvard Common Press, 1988.

Save Outdoor Sculpture, Massachusetts survey, 1997.

Image on file.

(On base:) Lila Katzen 83 signed

The information provided about this artwork was compiled as part of the Smithsonian American Art Museum's Inventories of American Painting and Sculpture database, designed to provide descriptive and location information on artworks by American artists in public and private collections worldwide.

Two abstract stainless steel spirals.

Special Orders No. 31 [printed document]

Archives Center, National Museum of American History
In Box 1, Folder 21.

Civil War Selections from the Archives Center

Public domain.

Special Orders No. 31, Headquarters Department of Mississippi, Vicksburg, Miss., February 6, 1866, including orders for courts-martial. Includes an order for the postponement of the execution of James S. Roberts, and for the trial of members of the Colored Infantry (by officers of the Colored Artillery and Colored Infantry) for killing a civilian's hog.

Katherine Neill Ridgley

Smithsonian Archives - History Div
Featured in Torch, April 1993

Katherine Neill Ridgley, manager of the Visitor Information and Associates' Reception Center's Public Inquiry Mail and Telephone Service unit, is frequently inundated with letters and phone calls.

Smithsonian in Your Classroom: Minerals, Crystals, and Gems: Stepping-Stones to Inquiry

Smithsonian Center for Learning and Digital Access
Lesson plans introduce students to mineral science and the scientific process of observation, hypothesis, and conclusion. Students create a mineral exhibit, observe the factors in crystal growth, and go on a mineral scavenger hunt.

Smithsonian in Your Classroom: Minerals, Crystals, and Gems: Stepping-Stones to Inquiry

Smithsonian Center for Learning and Digital Access
Lesson plans introduce students to mineral science and the scientific process of observation, hypothesis, and conclusion.

I See Wonder: Guiding Inquiry and Expanding Access

Smithsonian Libraries

This post was written by Victoria Cunningham, summer intern in the Smithsonian Libraries’ Education office. This summer I had the pleasure of working on a team of interns under the direction of Education Specialist Sara Cardello to further expand the I See Wonder collection for the Smithsonian Libraries. I See Wonder is an excellent tool more »

The post I See Wonder: Guiding Inquiry and Expanding Access appeared first on Smithsonian Libraries Unbound.

Think / Puzzle / Explore: Project Zero Visible Thinking Routine

Smithsonian Center for Learning and Digital Access
A "Visible Thinking" routine that sets the stage for deeper inquiry from Project Zero. It activates prior knowledge, generates ideas and curiosity and sets the stage for deeper inquiry. Uses questions, such as, "What do you think you know about this topic?", "What questions or puzzles do you have?", and "What does the topic make you want to explore?"

THINK / PUZZLE / EXPLORE

A routine that sets the stage for deeper inquiry

1. What do you think you know about this topic?

2. What questions or puzzles do you have?

3. What does the topic make you want to explore?

Purpose: What kind of thinking does this routine encourage?

This routine activates prior knowledge, generates ideas and curiosity and sets the stage for deeper inquiry.

Application: When and where can it be used?

This routine works especially well when introducing a new topic, concept or theme in the classroom. It helps students take stock of what they already know and then pushes students to identify puzzling questions or areas of interest to pursue. Teachers can get a good sense of where students are on a conceptual level and, by returning to the routine over the course of study, they can identify development and progress. The third question is useful in helping students lay the ground work for independent inquiry.

Launch: What are some tips for starting and using this routine?

With the introduction of new topic--for example, earth, leaves, fractions, Buddhism--the class can engage in the routine together to create a group list of ideas. Between each phase of the routine, that is with each question, adequate time needs to be given for individuals to think and identify their ideas. You may even want to have students write down their individual ideas before sharing them out as a class. In some cases, you may want to have students carry out the routine individually on paper or in their heads before working on a new area.

Keep a visible record of students' ideas. If you are working in a group, ask students to share some of their thoughts and collect a broad list of ideas about the topic on chart paper. Or students can write their individual responses on post-it notes and later add them to a class list of ideas.

Note that it is common for students to have misconceptions at this point--include them on the list so all ideas are available for consideration after further study. Students may at first list seemingly simplistic ideas and questions. Include these on the whole class list but push students to think about things that are truly puzzling or interesting to them.
1-24 of 2,062 Resources