In our class, we are doing a project called Capstone where we think of a topic and come up with a question and sub-questions. My topic is the architecture of homes beginning from the early 1900s so my main inquiry question is how the architecture of homes has evolved over time in the U.S. beginning from the early 1900s. Students also come with about five sub-questions, a sub-question is when they think of a few questions that fit in with their main inquiry one.

When I was coming up with my main inquiry question, I knew that my topic was going to be the architecture but I didn’t know how to form that into a question. For instance, I came up with different questions but then I just thought that I wanted to learn how they evolved over time but I could not do starting from when America was founded. As a result, I did it from the beginning of the early 1900s. Also, when I knew what my topic was going to be about, I then brainstormed possible main inquiry questions but I had to listen to how others did it first. 

During the process of coming up with my main inquiry question, I had some challenges. To illustrate, I wanted to do houses in the U.S. but it might have not been enough information to come up with five sub-questions. This is important because if I did not have enough 

I have learned that as a learner, I rush things and don’t take much time. For example, when I was coming up with my topic, I hurried and didn’t carefully think about what I wanted to do. This is important because when I rushed, I didn’t think about if my topic was too broad or if I even wanted to do it. Thus, when I was coming up with my five sub-questions, I wrote them down but I should have taken more time on wording them. This shows that I hurry things along but now I know that I should take time on my work.