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The Question of Representation at the 1787 Convention
Introduction
When the delegates to the Philadelphia Convention convened in May of 1787 to recommend
amendments to the Articles
of Confederation, one of the first issues they addressed was the plan for
representation in Congress. This question was especially contentious, and kept
the delegates embroiled in debate and disagreement for over six weeks. One group
of delegates believed that they were not authorized to change the "federal" representational
scheme under the Articles
of Confederation, according to which the states were equally represented in
a unicameral Congress by delegates appointed by the state legislatures. Another
group of delegates believed that the current scheme of representation under the
Articles of Confederation
was flawed and had to be replaced with a better one—a "national" one. The
question was finally resolved by the Connecticut
Compromise, which resulted in a system of representation that would be "partly
national, partly federal," involving a combination of the two kinds of representation.
This lesson will focus on the various plans for representation debated during
the Constitutional Convention of 1787. By examining the views of delegates as
recorded in James Madison's Notes
of Debates in the Federal Convention of 1787, students will understand
the arguments of those who supported either the Virginia Plan or New Jersey
Plan. Students will also see why the Connecticut Compromise was crucial for
the Convention to fulfill its task of remedying the political flaws of the Articles
of Confederation.
Guiding Question
- Why was the question of representation such an important issue to the delegates
at the Constitutional Convention of 1787, and what led them to eventually
compromise on the question?
Learning Objectives
After completing this lesson, students should be able to:
- Identify key delegates to the Constitutional Convention of 1787 and their
views concerning the following aspects of representation: whether Congress
should be unicameral or bicameral; whether states should send an equal or
proportional number of representatives to Congress; and whether the people
or the state legislatures should elect representatives.
- Explain and discuss the schemes of representation in the Virginia Plan,
the New Jersey Plan, and the Hamilton Plan.
- Articulate how the question of representation fundamentally affected whether
the changes proposed by the Convention would lead to a "national" or a "federal"
system.
- Explain the significance of the Connecticut Compromise in resolving the
question of representation.
- Assess whether it was really necessary to fundamentally change the scheme of representation as it existed under the Articles of Confederation.
Background Information for the Teacher
In May of 1787, delegates from the states began assembling in Philadelphia for
a Convention to recommend amendments to the Articles
of Confederation. From the beginning, however, the central point of contention
among delegates was the extent to which the scheme of representation under the
Articles should be
changed. According to the Articles
of Confederation, the states were united in a "firm league of friendship"
under what was understood to be a federal government. Each state legislature selected
delegates to a unicameral Congress (that is, there was only one legislative branch,
unlike the bicameral Congress established later by the Constitution). The states
were equally represented in Congress because each state delegation could cast
only one vote. Some delegates, including James Madison, believed this arrangement
led to many of the problems that the United States faced during the 1780s (See
Lesson 1 of this unit, "The
Road to the Constitutional Convention"). Madison, therefore, devised what
came to be known as the Virginia Plan, which was introduced to the Convention
by Edmund Randolph of Virginia on May 29. The Virginia Plan would establish two
Houses of Congress: in the first or "lower" House, representatives would be elected
directly by the people of each state; representatives in the second or "upper"
House would be selected by members of the lower House out of a pool of candidates
nominated by the state legislatures. In both Houses, the number of representatives
from each state (referred to by the delegates as the "rule of suffrage") would
be "proportioned," determined by either the population of each state, or by the
amount of taxes each state contributed annually to national funds. The Virginia
Plan would establish a national government that represented the people of the
United States directly: the people themselves would elect their representatives,
and the laws of Congress would apply to them directly rather than to the state
governments.
On June 15, William Paterson of New Jersey introduced an alternative plan
to revise and correct the Articles of Confederation. The New Jersey Plan would
enlarge some of the powers of Congress—such as the power to raise money
though import taxes—but would otherwise leave the scheme of representation
unchanged. On June 16, Paterson argued that his more conservative plan—unlike
the Virginia Plan—was within the scope of what the Convention was authorized
to do.
A strange interlude occurred on June 18 when Alexander Hamilton of New York
introduced his own plan. Hamilton proposed a bicameral Congress in which representatives
in the Assembly (or lower House) would be elected directly by the people, and
members of the Senate would be appointed by electors chosen by the people. The
state governments would have no role in selecting representatives, and the national
government would neither represent nor rely on the state governments in any
way. Hamilton's plan was so radical that it spawned little debate, but it did
set the tone for the heated discussions that would follow in the next few weeks.
Three issues dominated the debates over the Virginia and New Jersey Plans.
First was the question of a unicameral versus a bicameral Congress. Delegates
such as James Wilson of Pennsylvania argued that splitting the legislature into
two Houses would allow each to act as a check on the other. Others, such as
Paterson, countered that such a check was unnecessary. The question was finally
settled in favor of a bicameral Congress on June 21.
The second issue surrounding the question of representation was the mode of
election; that is, whether representatives should be elected by the people directly
or by the members of the state legislatures. On one side, delegates such as
Roger Sherman and Elbridge Gerry believed that the people were not fit to select
their representatives. On the other side, delegates such as George Mason and
James Madison argued that direct election to the lower House by the people was
necessary to satisfy the "democratic principle." (June 6) This question was
finally settled by a compromise on June 25: representatives in the lower House
would be elected directly by the people; Senators would be appointed by each
state legislature.
The third and most contentious element of the debate was the question of equal
versus proportional representation in Congress, otherwise known as the "rule
of suffrage" in the legislature. Some delegates feared that proportional representation
would allow the larger states to dominate Congress and pass laws adverse to
the interests of the smaller states. Other delegates, such as George Mason,
feared that equal representation would allow the smaller states to form a majority
in Congress that would tax and spend the wealth and resources of the larger
states to the advantage of the smaller states.
The delegates reached an impasse over the rule of suffrage in Congress. On
June 11, Roger Sherman of Connecticut had proposed a compromise measure: in
the lower House, representation should be based on the population of each state;
in the Senate, each state should have one vote. Two weeks later, on June 29,
Oliver Ellsworth, also of Connecticut, revived Sherman's proposal and urged
delegates to compromise. "We were partly national; partly federal," Ellsworth
urged. Ellsworth's proposal was sent to a committee, which recommended proportional
representation in the lower House based on population, and equal representation
in the Senate. The committee also proposed that all bills to tax or spend money
must originate in the lower House, and could not be altered or amended by the
Senate. This provision won the approval of delegates such as George Mason, who
was now satisfied that even with equal representation in the Senate, a coalition
of smaller states would be unable to unjustly tax the larger states. Despite
continued resistance by James Madison and James Wilson, the compromise finally
passed on July 16.
For more background information, the EDSITEment-reviewed resource Teaching
American History offers an interactive website that includes a summary of
the major themes of the Constitutional
Convention, a day-by-day account of the debates, and useful biographies
of the delegates.
Preparing to Teach this Lesson
Note to teachers on prioritizing activities: This lesson, because of the importance and complexity of the subject matter, involves three activities that require five class periods if all activities are completed. If your available time is less than that suggested for completing the entire lesson, it is recommended that teachers focus their time on Activity 2, which incorporates the main issues regarding representation that kept the delegates engaged in the most serious debates during the Constitutional Convention. If time allows, Activity 3 will also be useful to show how delegates resolved their disagreements. Activity 1, which lays out the more theoretical groundwork for the debates over representation, might be considered as optional for those teachers who only have 2-3 days available for this lesson. Teachers also have the discretion of modifying the assignments and materials to be covered in class to fit their allotted schedules.
Review the lesson plan. Locate and bookmark suggested materials and links from
EDSITEment reviewed websites used in this lesson. Download and print out selected
documents and duplicate copies as necessary for student viewing. Alternatively,
excerpted versions of these documents are available as part of the Text
Document. Download the Text
Document for this lesson, available here as a PDF file. This file contains
excerpted versions of the documents used in the first and second activities,
as well as questions for students to answer. Print out and make an appropriate
number of copies of the handouts you plan to use in class.
Analyzing primary sources:
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets. Finally, History Matters offers pages on "Making Sense of Maps" and "Making Sense of Oral History" which give helpful advice to teachers in getting their students to use such sources effectively.
Suggested Activities
Activity 1. Plans for Representation and the question of Authorization
Time required for activity: Homework reading assignment with questions and two 45 minute class periods. The Alternate Version (found at the end of Activity 1) will require an additional 1-2 days.
Preparing for the activity:
Print copies (or provide links) for students of the documents and analysis questions assigned for in-class discussion and as homework (listed below, included on pages 1-11 in the Text Document for Activity 1).
The purpose of the activity is to provide students with an understanding of the various plans for representation debated during the first weeks of the Constitutional Convention. Students will also become familiar with the views of some of the more prominent delegates at the Convention. They will also understand why the question of "authorization" arose during the debates over these plans.
On the first day of the activity:
Divide your students into three groups. Assign Reading Set A to all of the groups, and allow them to read and discuss the assigned documents. Then each group should write one-paragraph answers to the assigned questions (listed on the Analysis Sheet found on page 3 in the Text Document for Activity 1). After approximately 20-25 minutes, the whole class should compare and discuss their answers to the analysis questions (for the remainder of the class period).
Reading Set A. Plans of Representation (to be assigned to all three groups for in-class discussion)
Have students read the following documents, available in their entirety at the EDSITEment reviewed Avalon Project at Yale University [http://www.yale.edu/lawweb/avalon], National Archives Experience and Teaching American History [http://www.teachingamericanhistory.com], and in excerpted form on pages 1-2 of the Text Document for Activity 1:
Analysis questions for Reading Set A (found on page 3 of the Text Document for Activity 1):
- Explain how the states were represented under the Articles of Confederation.
- How are the Articles of Confederation and the Virginia plan different?
- How are the Virginia Plan and Hamilton Plan different?
- How is the original U.S. Constitution (as recommended by the Convention) different from both the Articles of Confederation and the Virginia Plan?
For homework, assign one of the three additional sets of readings (Readings Sets B-D, listed below and included on pages 4-5, 7 and 9-10 in the Text Document for Activity 1) to each of the three groups, and have each group write a one-paragraph answer to their assigned questions (the questions are also listed in the Analysis Sheets found on pages 6, 8 and 11 in the Text Document for Activity 1). Assign each group of students only ONE of the following three Reading Sets:
Reading Set B. Debate over the Virginia Plan: Were the delegates authorized to establish proportional representation?
Have students read the following document, available at the EDSITEment reviewed
Avalon Project at Yale University,
and in excerpted form on
pages 4-5 of the Text Document for Activity 1:
Constitutional
Convention, 30 May 1787
http://www.yale.edu/lawweb/avalon/debates/530.htm
Based on what they have read students should then answer each of the following questions, found on page 6 of the Text Document for Activity 1:
- In this debate, which of the delegates are skeptical of the Virginia Plan, and which seem to support it? After you have made your list of those for or against, identify the state they are from by visiting the "Individual Biographies of the Delegates at the Constitutional Convention" website.
- Why do some delegates believe that the Virginia Plan would establish a "national" government, and do away with the "federal" government under the Articles of Confederation?
- Why do George Mason and James Madison believe that a national rather than federal government is necessary?
- Why are General Pinckney, Roger Sherman and George Read (Reed) inclined to oppose the scheme of representation in the Virginia Plan?
Reading Set C. Debate over the Virginia Plan: Paterson's critique of proportional representation
Have students read the following document, available at the EDSITEment reviewed
Avalon Project at Yale University,
and in excerpted form on
page 7 of the Text Document for Activity 1:
Constitutional
Convention, 9 June 1787
http://www.yale.edu/lawweb/avalon/debates/609.htm
Based on what they have read they should then write a one-sentence answer to each of the following questions, available on page 8 of the Text Document for Activity 1:
- In this passage, William Paterson (Patterson) of New Jersey argues against the Virginia Plan. What is it that he particularly does not like about the Virginia Plan?
- Why does Paterson believe that the Convention should not adopt proportional representation?
- Why do you think Paterson said the following? "We must follow the people; the people will not follow us."
- What does Paterson say will happen if the Virginia Plan is approved?
Reading Set D. Debate over the New Jersey Plan: Will it be enough to fix the Articles of Confederation?
Have students read the following document, available at the EDSITEment reviewed
Avalon Project at Yale University,
and in excerpted form on
pages 9-10 of the Text Document for Activity 1:
Constitutional
Convention, 16 June 1787
http://www.yale.edu/lawweb/avalon/debates/616.htm
Based on what they have read they should then write a one-paragraph answer to each of the following questions, available on page 11 of the Text Document for Activity 1:
- In this debate, which of the delegates are opposed to the New Jersey Plan, and which support it? After you have made your list of those for or against, identify the state they are from by visiting the "Individual Biographies of the Delegates at the Constitutional Convention" website [http://www.teachingamericanhistory.com/convention/delegates/].
- Why do John Lansing and William Paterson (Patterson) prefer the New Jersey Plan over the Virginia Plan?
- How does James Wilson respond to Paterson's claim that the people will never approve the Virginia Plan?
- Why does Edmund Randolph argue that the New Jersey plan will not remedy the problems under the Articles of Confederation?
On the second day of the activity:
Each group should meet briefly (5-10 minutes) and compare their answers. Then the teacher should reassign or reshuffle the groups, so that there is at least one student in each new group who has answered the analysis questions for Reading Sets B, C and D. Then the new groups should compare and discuss their documents and answers (approximately 15 minutes total). For the remainder of the class period, each group should select a member to summarize and present their answers with the rest of the class (approximately 5 minutes for each presentation).
Teachers have the option of extending the activity by assigning the following for homework on the second day of the activity: Write a one to two page essay on how the delegates were divided over the Virginia and New Jersey Plans (Teachers: if you are going to move on to Activity 2 on the following day, be aware that you will need to assign the readings for the next exercise as well).
Alternate Instructions for Mixed Ability Classrooms:
Assign Reading Set A excerpts (found on pages 1-2 of the Text Document for Activity 1) and the accompanying questions to all students to be completed for homework. Students should also write a brief summary of the main points in each document. Begin class the following day with a discussion of the readings (students are instructed that no writing is allowed during this discussion). Select students to present their written summaries of the assigned documents, and allow for appropriate discussion time after each summary is presented. When all readings have been discussed, allow students to change or make additions to their homework answers.
Next, hand out copies of Reading Sets B, C and D to every
student (available on
pages 4-5, 7 and 9-10 in the Text Document for Activity 1). Divide the
class into three groups—intentionally including some high, middle, and
lower ability students in each one—and assign each group the worksheet
questions for Reading B, C, or D (found on
pages 6, 8, or 11 of the Text Document for Activity 1). Assign only one
set of worksheet questions to each group. Groups should discuss possible answers
to each question in their assigned set, and each student would individually
complete his/her worksheet. Then each group should give a short presentation
to the entire class on their document and answers. The teacher should summarize
the following on the board/or overhead: the different plans, view on authorization,
and the difference between national and federal. These changes would add an
extra day or two to the lesson, but even lower ability students should grasp
an understanding of the major differences of opinion.
Activity 2. Bicameralism, modes of
election and the "rule of suffrage" in Congress
Time required for activity: In class reading assignment with questions and two 45 minute class periods. The Alternate Version (found at the end of Activity 2) will require an additional 1-2 days.
Preparing for the activity:
Print copies of the assigned documents (or provide links) and analysis questions for students (listed below, included on pages 1-10 in the Text Document for Activity 2).
Print the Biography Sheets included on pages 11-15 of the Text Document for Activity 2 (longer versions of these biographies are available at Teaching American History). You might need to make multiple copies of some Biography Sheets.
The purpose of the activity is to provide students with an understanding of the three main aspects of representation that divided the delegates to the Convention: unicameralism versus bicameralism, mode of election, and the "rule of suffrage" in Congress. Students will also become familiar with the views of some of the more prominent delegates at the Convention. They will also understand why the question of proportional versus equal representation led to a disagreement between delegates from larger and smaller states.
On the first day of the activity:
Distribute to all students the Analysis Questions for Reading sets A, B and C
(available on
pages 3, 6-7 and 10 of the Text Document for Activity 2).
Divide your students into three groups, and assign one of the three Readings
Sets (available on
pages 1-2, 4-5 and 8-9 of the Text Document for Activity 2) to each group.
Have each group answer the questions that follow their assigned Reading Set
(the questions are also listed on the Analysis Sheets available on
pages 3, 6-7 and 10 in the Text Document for Activity 2).
Reading Set A. One House or two?
Have students read the following documents, available at the EDSITEment reviewed Teaching American History [http://www.teachingamericanhistory.com], and in excerpted form on pages 1-2 of the Text Document for Activity 2:
Using the worksheet on
page 3 of the Text Document for Activity 2, students should then write a summary
of the reasons each of the following delegates was either for or against a bicameral
Congress:
- William Paterson (Patterson)
- James Wilson
- George Mason
Reading Set B. Election by the people or state legislatures?
Have students read the following documents, available at the EDSITEment reviewed
Avalon Project at Yale University,
or in excerpted form on
pages 4-5 of the Text Document for Activity 2:
Using the worksheet on pages 6-7 of the Text Document for Activity 2, students should then write a summary of the reasons each of the following delegates supported or opposed either election by the people or election by state legislatures:
- Roger Sherman
- Elbridge Gerry
- George Mason
- James Wilson
- James Madison
- Charles Pinckney
- Oliver Ellsworth
Reading Set C. Proportional or equal representation?
Have students read the following documents, available at the EDSITEment reviewed
Avalon Project at Yale University,
or in excerpted form on
pages 8-9 of the Text Document for Activity 2:
Using the worksheet on page 10 of the Text Document for Activity 2, students should then write a summary of the reasons each of the following delegates supported or opposed either proportional or equal representation in Congress:
- David Brearly
- William Paterson (Patterson)
- James Wilson
- James Madison
Allow each group to work together for approximately 20 minutes. Teachers then
have the option of (1) having each group make a brief presentation to the class
summarizing their answers (2-3 minutes each), or (2) reshuffle students into new
groups—so that at least one student in each new group has answered the questions
for all three Reading Sets—and allow each student to complete the answers
for the remaining sets of Analysis Questions (approximately 10-15 minutes).
Teachers should distribute to each student a Biography Card (found on
pages 11-15 of the Text Document for Activity 2) for a delegate that was
included in the questions for their reading assignment (For example, distribute
the Biography Cards for David Brearly, William Paterson, James Wilson and James
Madison to those students who had Reading Set C for their homework). Some students
within a group will share a Biography Card, or teacher can print multiple copies
of a Biography Card if so desired.
Explain the role playing activity that will take place on the following day,
as well as the rules for debate that will be applied (such as how much time
will be spent on each issue, how many times a delegate is allowed to address
the Convention, etc., to be determined at the teacher's discretion). For homework,
students should familiarize themselves with the information on their Biography
Card. Teacher should also inform the students of the questions that will be
debated on the following day (listed below). This will allow groups of students
to meet after class to discuss and prepare for how they will defend or critique
certain issues on the following day.
On the second day of the activity:
Have all of the students who represent a delegate meet in a group (for example, all students with a George Mason card should meet in a group, all those with a Roger Sherman card in another group, and so on). Allow students approximately 5-10 minutes to discuss the views they will either defend or critique during the debate.
During the remainder of the class period, students should engage in debate,
moderated by the teacher, over the three main questions concerning representation:
1. Should there be one House of Congress or two? 2. Should representatives be
elected by the people, or by state legislatures? For one or both Houses of Congress?
3. Should there be proportional or equal representation? In one or both Houses
of Congress? Students should debate according to the views of their particular
delegate, and should see the difficulty of getting delegates to agree on the
question of representation. To further emphasize this difficulty, the teacher
may choose to select a number of students (on the day of the debate) who will
observe but not participate in the debates. This “panel” of delegates
will either be persuaded or not by the arguments of the other students. After
approximately 20 minutes of open debate, the “panel” of students
will discuss and evaluate their views on the open debates, and declare how they
would decide on each question. Then the teacher should point out how difficult
it is for even the panel to agree on all of the questions.
Students should debate according to the views of their particular delegate,
and should see the difficulty of getting delegates to agree on the question
of representation. To further emphasize this difficulty, the teacher may choose
to select a number of students (on the day of the debate) who will observe but
not participate in the debates. This "panel" of delegates will either be persuaded
or not by the arguments of the other students. After approximately 20 minutes
of open debate, the "panel" of students will discuss and evaluate their views
on the open debates, and declare how they would decide on each question. Then
the teacher should point out how difficult it is for even the panel to agree
on all of the questions.
Teachers have the option of carrying the activity over to another class period.
Teachers may also extend the activity by assigning the following for homework on the day of the activity: Write a one to two-page essay evaluating the division between delegates over the questions of bicameralism, mode of election, and the rule of suffrage in Congress (Teachers: if you are going to move on to Activity 3 on the following day, be aware that you will need to assign the readings for the next exercise as well).
Alternative Instructions for Mixed Ability Classrooms:
Make copies for each student of the worksheets found on pages 3, 6-7 and 10 of the Text Document for Activity 2 (Teachers may opt to use an overhead or data projector for reading and discussion of the excerpts and only make copies of the analysis worksheets for students). Aloud in class, read and discuss each excerpt in Reading Sets A, B, and C (available on pages 1-2, 4-5 and 8-9 in the Text Document for Activity 2). After each excerpt, instruct students to summarize the opinions given by each delegate. When completed, divide the class into 9 groups. Each group would receive one of the biography cards (found on pages 11-15 of the Text Document for Activity 2) and collectively represent that individual. Each group would have time to prepare an answer/presentation that addresses each of the questions as described in the above debate. A culminating activity could be to answer each of the questions individually—as themselves—and give a reason why they believe the way they do.
Activity 3. The Connecticut Compromise: "partly national, partly federal"
Time required for activity: Homework reading and writing assignment and one 45 minute class period.
Preparing for the activity:
Print copies (or provide links) for students of the documents and Graphic Organizer assigned as homework (listed below, included on pages 1-7 in the Text Document for Activity 3).
Create a basic timeline to hang on a classroom wall, at least 70" x 12". Cut out eleven 5" x 7" pieces of blank cardstock (teachers may also use 5" x 8" index cards if available).
The purpose of the activity is to provide students with a broader understanding of key events during the Constitutional Convention that led to the Connecticut Compromise. Students will comprehend why the compromise became the only alternative to failure at the Convention, but also how difficult it was for delegates from large and small states to reach the compromise. They should also see that the proposal to prohibit the Senate from introducing or altering money bills persuaded some key delegates, including George Mason, to accept the compromise proposal. Because of this concession, Mason no longer feared that equal representation in the Senate would allow the small states to disproportionately tax the large states.
On the day before the activity:
For homework on the night before the activity, assign the following readings to students. They are available in their entirety at Teaching American History, but excerpts may be found on pages 1-4 of the Text Document for Activity 3):
Students should also write short summaries of the significant event that took place during each of the readings, utilizing the Graphic Organizer (available on pages 5-7 in the Text Document for Activity 3). An example for teachers on how students should complete the Graphic Organizer:
Sample of Graphic Organizer Table
Document: Sherman proposes Connecticut Compromise |
Date: 11 June 1787 |
Analysis (list the significant event(s) or debate(s) that took
place on this day): |
- Sherman proposed suffrage in the 1st branch be based on the number
of free inhabitants and in the 2nd or Senate, each state would have
only 1 vote
- Small states would never agree to any plan that did not have equal
votes in the Senate
- Vote was 5-5
|
On the day of the activity:
Students will create a timeline that includes the key dates and events that led to the Connecticut Compromise. Divide the students into 11 groups and assign each group one of the dates/events addressed in the homework readings. Each group should list the significance of the date they have been given on a 5" x 7" piece of blank cardstock (approximately 10 minutes). Then, as each group places its card on the timeline, they should make a short presentation (2-4 minutes each) on the main points of their assigned date. As students complete the classroom presentation, one member places his or her card on the timeline at the appropriate place.
Teachers may also extend the activity by expanding the scope of the timeline to include key events and dates discussed in the other activities for this lesson.
Alternative Instructions for Mixed Ability Classrooms:
Make copies (or use notecards to include the same information) of the Graphic Organizer found on pages 5-7 of the Text Document for Activity 3 to aid students in their analysis. The teacher will decide whether to assign the excerpts and analysis to be completed individually or as a whole class. Students will then complete the Timeline Activity as described above, using their analysis notes to aid in the construction of their cards and presentations. Teachers also have the option of having students write an essay, using their analysis notes, answering the following questions: What led the Convention to eventually accept the Connecticut Compromise, and why did some of the delegates continue to oppose it?
Assessment
After completing this lesson, students should be able to write brief (1-2 paragraph) responses to the following questions:
- How did the scheme of representation differ between the Articles of Confederation, the Virginia Plan, the New Jersey Plan, the Hamilton Plan, and the U.S. Constitution (as proposed by the Convention)?
- Why did some delegates raise the question of "authorization" when discussing the Virginia Plan?
- How did the schemes of representation in the Virginia and New Jersey Plans affect whether we would have a "national" or "federal" form of government?
- What were the arguments of key delegates regarding bicameralism?
- Why did some delegates support election by the people? Why did others support election by state legislatures?
- What were the arguments of key delegates in support of or opposed to proportional representation? Of equal representation?
- Why was it so difficult for delegates to finally compromise on the question of equal representation in the Senate?
- What led the Convention to finally accept the Connecticut Compromise?
Students should also be able to articulate the themes addressed in this lesson, and write a longer (1-2 pages) essay answering the following question: Was it necessary to fundamentally change the scheme of representation as it existed under the Articles of Confederation? Students should use specific examples from the arguments of at least two of the following delegates: James Madison, George Mason, Elbridge Gerry, and James Wilson.
An alternative method of assessment might be to divide the class into small groups, and have each one develop a thesis statement that encompasses all the various elements of this lesson. They should be given roughly 15 minutes to do this. Once they have done so, each group should write its thesis statement on the board, and as a class discuss which is the best, and why. The entire class could then be given a homework assignment to write an essay that defends the statement.
Students should be able to identify and summarize the views of the following delegates:
- Elbridge Gerry
- Roger Sherman
- William Paterson
- James Madison
- George Mason
- Edmund Randolph
- Oliver Ellsworth
- Alexander Hamilton
- James Wilson
Students should also be able to identify and explain the significance of the following concepts:
- Bicameralism
- "Rule of suffrage" in Congress (equal vs. proportional representation)
- Modes of election (representatives elected by the people vs. state legislatures)
- "National" vs. "Federal" plan of government
- Virginia Plan
- New Jersey Plan
- Hamilton Plan
- Connecticut Compromise
Extending the Lesson
Teachers can extend this lesson by engaging in the following supplemental activities:
- Have students create a PowerPoint presentation explaining the different
schemes of representation between the Articles of Confederation, the Virginia
Plan, the New Jersey Plan, and the Connecticut Compromise Plan.
- Have students choose two delegates discussed in this lesson
with opposing views on one or more of the main aspects of representation,
and have them write a summary report on the difference between them, as well
as their reasons for holding their views.
- Have students use the individuals and concepts in "Assessment"
to prepare flash cards (Cardstock or note cards will work). The front of the
card should have the name of the individual or the concept. The back of the
card should have a description of the individual and his beliefs or an explanation
of the concept. When completed, place students in pairs and allow time to
practice with the flashcards.
Related EDSITEment Lesson Plans
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