What you will be able to do
recognize a compelling question; write supporting questions that help answer it; explain why a question needs evidence
Compelling and Supporting Questions
How do compelling and supporting questions work together in an inquiry?
Activate what you know
Think of one question about a familiar public place. It may begin with who, what, where, when, why, or how
- inquirya careful investigation of a question
- compelling questiona broad, meaningful question that can lead to evidence-based discussion
- supporting questiona focused question that supplies information needed for a compelling question
- evidenceinformation used to support an answer
- open-endedallowing more than a one-word answer
- reviseto improve something after reviewing it
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Compelling Questions Invite Investigation
A compelling question matters to people and cannot be answered well with one fact. ‘Why do communities create public parks?’ invites us to consider recreation, nature, access, cost, and community needs. Different evidence-based answers may emphasize different purposes. A question is not compelling merely because it sounds dramatic. It should be understandable, researchable, and connected to social studies. Questions that assume an answer—such as ‘Why is our park perfect?’—should be revised so evidence can guide the conclusion
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Questions Improve Through Revision
Researchers often begin with a question that is too large or unclear. They narrow a place, time, group, or idea. Instead of ‘How did everything change?’ a researcher might ask, ‘How did transportation in our town change between 1950 and today?’ Supporting questions should do different jobs. Some establish facts, some compare perspectives, and some explore causes or effects. Once the evidence is gathered, the researcher returns to the compelling question and builds a conclusion. For example, a park inquiry might combine an acreage fact, a comparison of user needs, and an explanation of funding choices. Together those answers address purpose more fully than any one detail
Broad Question, Focused Steps
Use one meaningful compelling question and several smaller supporting questions. Each supporting question should help answer part of the larger one
Use the ‘So What?’ Test
Ask what understanding the question could add. Then use the ‘Can we investigate it?’ test. A meaningful question still needs possible sources
One Correct Fact Is Not a Full Inquiry
A factual question can be useful support, but a compelling question usually requires several facts, perspectives, and reasons
Build a Question Set
Choose a school, park, library, or transit stop. Write one compelling question and three supporting questions: one factual, one comparative, and one asking why or how
Compelling questions guide meaningful inquiries. Supporting questions divide the work into focused steps, and revision makes questions clearer and more researchable
Practice and answer guide
Work through all 10 questions. Open an answer only after you have written or explained your response.
- 1. Which is a compelling question? A. How does a river shape life in a community? B. What color is the bridge? C. Is the map on page 4?
Check answer
How does a river shape life in a community?
- 2. Write one supporting question for: How does a river shape life in a community?
Check answer
Accept a connected question, such as ‘How do people use the river for work, travel, or recreation?’
- 3. Why is ‘Why is our town the best?’ a weak inquiry question?
Check answer
It assumes the town is best instead of allowing evidence to guide the answer
- 4. Revise ‘Tell me about schools’ into a focused research question
Check answer
Accept a focused revision, such as ‘How has our school building changed since it opened?’
- 5. Which supporting question best helps explain why a park was built? A. What community need did planners identify? B. Is grass green? C. How many letters are in park?
Check answer
What community need did planners identify?
- 6. Label each question C for compelling or S for supporting: ‘How has Main Street changed?’ and ‘Which buildings stood there in 1920?’
Check answer
C: How has Main Street changed? S: Which buildings stood there in 1920?
- 7. Name one source that could help answer a question about local transportation
Check answer
Accept a map, schedule, photograph, government plan, observation, or interview with permission
- 8. Write a supporting question that asks for a comparison
Check answer
Accept a clear comparison, such as ‘How do bus routes today differ from routes twenty years ago?’
- 9. Explain how three supporting questions can strengthen one conclusion
Check answer
They can supply different facts, causes, comparisons, or perspectives that together support a fuller answer
- 10. Which step comes last? A. return to the compelling question and answer with evidence B. choose a topic C. write supporting questions
Check answer
Return to the compelling question and answer with evidence