What you will be able to do
develop an open compelling question; write supporting questions that organize research; revise questions for clarity and fairness
Developing Compelling and Supporting Questions
How do compelling and supporting questions turn curiosity into a useful inquiry?
Activate what you know
Choose a community or history topic you know a little about. Write one thing you wonder and one fact you would need to investigate
- compelling questiona broad, debatable question about an important social studies idea
- supporting questiona focused question that helps answer part of a compelling question
- inquirya planned investigation using questions and evidence
- open-endedrequiring explanation rather than a one-word answer
- scopethe boundaries of what an inquiry will cover
- reviseto improve wording, focus, or fairness
1
Build a Question That Invites Investigation
A compelling question addresses a meaningful issue and allows a supported answer, not just a fact lookup. “When was the memorial built?” is useful but narrow; “How should communities remember difficult history?” invites evidence, values, and more than one perspective. Supporting questions divide that larger inquiry into manageable parts. They may establish chronology, investigate causes, compare perspectives, or identify consequences. Together they should cover the central question without wandering into unrelated facts
2
Revise Scope and Wording
Questions that are too broad create shallow research. Narrow the place, period, group, or decision: “How did transportation changes affect work in River County from 1900 to 1950?” has a workable scope. Leading questions hide a preferred answer, as in “Why was the new road a wonderful idea?” A fair revision asks, “How did the new road affect residents, businesses, and the environment?” Fair wording still permits a strong conclusion after evidence is examined. Test the set before researching. Imagine what a complete answer would need, match each supporting question to that need, and look for a missing voice or consequence. If two questions do the same job, combine them. If no available source could answer one responsibly, revise it rather than guessing
Questions Guide Evidence
A strong question tells researchers what evidence to seek and what kind of reasoning the answer will require
Use Four Question Jobs
Write one supporting question each for background, cause, perspective, and consequence. Remove any that does not help answer the compelling question
Broad Is Not Automatically Deep
A huge question may produce a list of facts. Depth comes from a focused issue, connected supporting questions, and evidence-based reasoning
Build an Inquiry Ladder
Choose an approved local or historical issue. Draft one compelling question and four supporting questions, then label the job each supporting question performs
Compelling questions frame meaningful inquiries; supporting questions organize evidence; revision makes the question clear, researchable, appropriately scoped, and fair
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. When was the bridge opened? B. How did the bridge change movement and land use? C. What color is the bridge?
Check answer
How did the bridge change movement and land use?
- 2. Explain why your choice is compelling
Check answer
It requires explanation about effects and can be answered with several kinds of evidence; the others ask for single facts
- 3. Write one factual supporting question for the bridge inquiry
Check answer
Answers vary; for example, “How many vehicles crossed the bridge in its first year?”
- 4. Write one perspective supporting question
Check answer
Answers vary; for example, “How did nearby residents and shop owners describe the bridge?”
- 5. Revise this leading question: Why was closing the park a terrible decision?
Check answer
A fair revision is, “What effects did closing the park have on different community members?”
- 6. Narrow this topic to a place and period: immigration in history
Check answer
Answers vary; for example, “How did immigration affect Chicago neighborhoods from 1880 to 1920?”
- 7. Draw a question tree with one trunk and three branches
Check answer
The drawing should show one broad, debatable trunk question and three narrower questions that help answer it
- 8. Which source might answer a question about who supported a proposal, and why?
Check answer
Public comments, meeting minutes, petitions, letters, or a survey may show support; the response should explain the source’s relevance and limits
- 9. Remove the unrelated question from a park inquiry: How is the park used? Who maintains it? What planets have rings? Explain
Check answer
Remove “What planets have rings?” because it does not help investigate the park
- 10. Write a complete compelling question and two connected supporting questions
Check answer
Answers vary; the compelling question must be meaningful and researchable, and both supporting questions must address parts of it