SUBJECTS

U.S. Government, History

 GRADE LEVEL

5-8

Students will be able to explain and compare the Virginia Plan, the New Jersey Plan, and the Great Compromise.  Students will be able to describe the perspectives of both the smaller and larger states by reflecting on the activity in a journal entry.

Background: The Constitutional Convention was held in Philadelphia, PA, in May of 1787.  Twelve out of the thirteen states (all but Rhode Island) attended the convention.  At first, the goal was to rewrite the Articles of Confederation.  Instead they chose to write a new constitution for the United States.  Fifty-five delegates attended. George Washington was elected president of the convention.

The Virginia Plan was written calling for three branches of government.  This also called for a two house legislature with a lower and upper house.  Originally, the number of seats in both houses would be determined according to the population of each state.  Of course, the larger states would have had more delegates. This angered the smaller states.  Another proposal was the New Jersey Plan. This also called for three branches of government, but only one house in the legislative branch.  The debate over the Virginia and New Jersey plans almost caused the Convention to fall apart.

Roger Sherman of Connecticut worked out a compromise between the larger and smaller states.  His plan called for an upper and lower house.  The seats of the lower house, the House of Representatives, would be determined based on the population of the state.  Each state would have two members in the upper house, the Senate, regardless of size or population.  This was known as the Great Compromise.

 LESSON PLAN

1. Arrange the desks in groups of varying numbers.  For example, have one group with two seats, one with three, one with five, one with eight, and one with four.

2. When the students arrive, allow them to choose a seat.

3. Give a task that requires at least fifty answers.  Use a “mad minute” multiplication sheet with one hundred problems.  Give the students one minute to answer as many as they can.  As a class, correct the answers and then count up the total correct.  The groups will then add the total correct and record the number on the board.

4. When the numbers are tallied, bring out a prize of some sort.  Twizzlers, free homework passes, and jolly ranchers seem to work.  Announce that the group with the most correct answers will be awarded.  This sparks a lively conversation on the issue of fairness.  The smaller groups could not win.

5. After the issue of fairness is processed and everyone receives a twizzler, write the Virginia Plan, the New Jersey Plan, and the Great Compromise on the board.  Discuss the definitions and the historical implications of each.

6. As an assessment, each student will write a journal entry.  “Explain the Great Compromise from both the smaller and larger states’ perspective.  How does this activity help to explain the Great Compromise?”

 RESOURCES

Multiplication Sheet

 Prize – Twizzlers, free homework passes, jolly ranchers

 CREDIT

Justin Roy
Bunsold Middle School
Marysville, OH

“This activity was made up as a “hook” for a lesson involving direct instruction.  I have used many simulations with collaborative, interactive activities.
An outstanding resource for these simulations is http://www.Interact-simulations.com.  There are many units you can buy that are very affordable.  Topics like The Constitutional Convention, Electing a President, the Three Branches of Government, and Classroom City are just a few excellent units dealing with government.  You can purchase activities for all ages K-12.  I strongly recommend this resource if you are looking for hands-on and a collaborative approach to teaching the Constitution.”

Justin Roy