Lesson Title
South Carolina
Founding Fathers,
Charles Pinckney, and
South Carolina’s role
in the Philadelphia
Convention
Teacher
College of Charleston
Ann DuPre and
Candice Solyan
Grade Level
8th
Duration of Lesson
80 minutes (2 class
periods)
Lesson Topic
South Carolina Founding Fathers, Charles Pinckney, and South
Carolina’s role in the Philadelphia Convention
SC Standards and
Indicators
Standard 8-2: The student will demonstrate an understanding of the
American Revolution—the beginnings of the new American nation and
South Carolina’s part in the development of that nation.
Indicator 8-2.4: Summarize events related to the adoption of
South Carolina’s first constitution, the role of South
Carolina and
its leaders in the Continental Congress, and the ratification of the
United States Constitution, including
Henry Laurens’s actions,
Charles Pinckney’s role, and the
importance of issues debated
during the Philadelphia
Convention for South Carolina.
Academic
Vocabulary

Constitution - Fundamental laws and principles that describes
the nature, functions, and limits of a government or another
institution. The fundamental law of the United States, framed in
1787.

Continental Congress – group of delegates from each of the
states who met to who met during and after the American
Revolution; they issued the Declaration of Independence and
framed Articles of Confederation

Delegate – a person who is authorized to speak or act for one or
more person at a convention or a political convention

Articles of Confederation - The Articles of Confederation
provided a loose framework of a national government for the
new nation. Each state had one vote and maintained its
sovereignty..

Henry Laurens –South Carolina planter who In 1777 became a
member of the Continental Congress, serving as president in
1777 and 1778. In 1779 Congress appointed him envoy to
negotiate a treaty with the Dutch, but he was captured at sea by
the British and imprisoned in the Tower of London. In 1782
Laurens was a signer of the preliminary peace treaty ending the
American Revolution.

Philadelphia Convention – Delegates met in Philadelphia at the
Constitutional Convention to revise the Articles because the
Articles of Confederation failed to give the government the
power to collect money or conduct foreign affairs. Instead they
drafted an entirely new Constitution.

James Madison- Delegate from Virginia who wrote the Virginia
Plan. He is known as the Father of the Constitution.

Virginia Plan - Edmund Randolph, the governor of Virginia,
presented the Virginia Plan, which called for three branches of
government and a system of checks and balances. Favored by
the larger states. It proposed two houses of Congress , both
elected based on a state’s population.

William Paterson – Author of the New Jersey Plan

New Jersey Plan - The less populous states were adamantly
opposed to giving most of the control of the national government
to the more populous states, and so proposed an alternative plan
that would have kept the one-vote-per-state representation under
one legislative body from the Articles of Confederation

Roger Sherman from Connecticut, came up with a compromise
plan on representation of the small and large states. Sherman
also proposed a compromise that solved the challenge of electing
officials to Congress.

Connecticut Compromise retained the bicameral legislature as
proposed by James Madison, along with proportional
representation in the lower house, but required the upper house
to be weighted equally between the states.

3/5 Compromise - Delegates opposed to slavery generally
wished to count only the free citizens of each state. Delegates
supportive of slavery wanted to count slaves in their actual
numbers. The Three-Fifths Compromise was a compromise in
which three-fifths of the enumerated population of slaves would
be counted for representation purposes regarding both the
distribution of taxes and the apportionment of the members of
the United States House of Representatives. It was proposed by
delegates James Wilson and Roger Sherman.
Lesson Materials

Charles Pinckney South Carolina representative to the
Philadelphia Convention who contributed greatly to the writing
of the Constitution and the Bill of Rights. His most significant
contributions was in Article VI which states that there will be no
religious test required to hold office And in the first amendment
which states that the government cannot require you to belong to
a certain religion. He was a signer of the Constitution.

Pierce Butler representative from South Carolina. He proposed
the Fugitive Slave Clause to the Constitution and for the rights of
the common man. They used his idea of an Electoral College f
or choosing the President. He was a signer of the Constitution.

John Rutledge representative from South Carolina. A governor
of South Carolina, he chaired a committee that wrote much of
what was included in the final version of the United States
Constitution, which he also signed. He served as an Associate
Justice on the U.S. Supreme Court, and was the second Chief
Justice of the Court from July to December 1795.

Charles Cotesworth Pinckney representative from South
Carolina. He was a first cousin to Charles Pinckney. He was a
signer of the Constitution. He wanted a strong national
government with checks and balances. He ran unsuccessfully for
President twice.

Power Point

Worksheet

Role Playing Descriptions
Lesson Set
Content Objective(s) Summarize the role of South Carolina and its leaders in the Continental
Congress, and the ratification of the United States Constitution,
including Henry Laurens’s actions, Charles Pinckney’s role, and the
importance of issues debated during the Philadelphia Convention for
South Carolina.
Literacy
Objective(s)
Standard 8-2: The student will read and comprehend a variety of
informational texts in print and non-print formats.
Indicator 8-2.1: Compare/contrast central ideas within
and across informational texts.
Lesson Importance
All countries have founding fathers with different ideas. They worked
together and made compromises for the good of their countries.
Connections to prior Prior knowledge
and future learning
- Students have a prior understanding of South Carolina before the
American Revolution in regards to European settlement, slavery,
government and economy.
Anticipatory Set/
Hook (Engage)
Future Learning
- In the future, students will use this information for learning
about future tensions between the north and south eventually
leading to the Civil War.
Use video (link below) to capture student’s attention.
Just the Facts: The Constitution: The United States Constitution, The
Discovery Channel 3:15
Skill Development
Content components
to be introduced
TSW understand the beginnings of our nation by studying important
figures in South Carolina.
“I do”
Procedures:
Skill from literacy
objective
introduce/explain/model
1. Open the PowerPoint presentation and explain to the class,
“Today we are going to cover many topics in regards to the
beginnings of our constitution.” TTW tell the students that they
should take notes throughout the PowerPoint in order to
understand their role in an assignment for the next day. TTW
explain that if the students do take notes, they will receive a copy
of the PowerPoint after we have studied it. TTW explain,
“Today, we are going to be learning about the Continental
Congress, the Philadelphia Convention and the roles of Charles
Pinckney and Henry Laurens. First we will be reviewing a
PowerPoint. Then we will be watching a short video clips.
Taking notes is important in order to understand the class
activity that will follow the PowerPoint.”
2. Video – The Need for a Constitution.
Slide # 1 Constitution - TTW ask What is a constitution?
Fundamental laws and principles that describes the nature, functions,
and limits of a government or another institution. The fundamental law
of the United States, framed in 1787.
Slide # 2 a. TTW ask the students if they can explain the Continental
Congress.
TTW explain that the Congress met from 1774 to 1789 on 3 separate
occasions.
TTW explain that is was a convention of delegates called together from
the Thirteen Colonies that became the governing body of the United
States during the American Revolution.”
TTW explain, “The delegates from the thirteen colonies gathered to
establish a government for the United States and to declare
independence from Britain during the American Revolution.”
d. TTW explain, “There were two separate Continental Congresses.”
e. TTW explain, “The Second Continental Congress created the Articles
of Confederation.” After s/he should say, “We will go into what these
Articles entailed in the upcoming slides.”
Slide # 3 Delegate – TTW ask does anyone know what a delegate is?
A delegate is a person who is authorized to speak or act for one or more
person at a convention or a political convention. To represent other
people at a convention.
Slide # 4 Articles of Confederation – TTW explain that the Articles of
Confederation provided a loose framework of a national government for
the new nation. Each state had one vote. It was the first written
constitution of the United States of America and specified how the
national government was to operate
Slide # 5 Henry Laurens –TTW say Henry Laurens was a South
Carolina planter who in 1777 became a member of the Continental
Congress, serving as president in 1777 and 1778. In 1779 Congress
appointed him envoy to negotiate a treaty with the Dutch, but he was
captured at sea by the British and imprisoned in the Tower of London.
In 1782 Laurens was a signer of the preliminary peace treaty ending the
American Revolution.
b. The teacher must then explain Lauren’s stance on freedom for the
United States. “As the American Revolution neared, Laurens was at first
inclined to support reconciliation with the British Crown. But as
conditions deteriorated, he came to fully support the American
position.”
Before opening the PowerPoint, ask the students, “What do you think
that the Philadelphia convention accomplished?”
Slide # 6: Philadelphia Convention.
a. TTW ask the students if they know when the Philadelphia Convention
took place. If they do not come up with the right date, tell them it took
place, “from May 25 to September 17, 1787.”
b. TTW ask the students if they know where the Convention took place.
If they do not come up with the right answer, say, “It took place in
Philadelphia, Pennsylvania.”
c. TTW explain that, “The original intent of the Philadelphia Convention
was to revise the Articles of Confederation.”
Video Forgotten Founder
d. TTW explain to the students, “The Virginia Plan, New Jersey Plan,
Connecticut Compromise, and the 3/5’s compromise were all discussed
during this Convention. We will discuss these plans and compromises as
the slides continue.”
e. TTW ask they students if they know what the end result of the
document at the Philadelphia Convention entailed. If they do not answer
with the correct response, tell them, “The result of the Convention was
the United States Constitution.”
Slide #7 – James Madison – TTW explain that James Madison was a
representative from Virginia to the Philadelphia Convention. He wrote
the Virginia Plan which was presented at the Congress by Edmond
Randolph. He is known as the Father of the Constitution.
. Slide #7: “Virginia Plan.”
a. TTW explain what happened within the Virginia Plan. “The Virginia
Plan outlined rules for representation.”
b. TTW ask who the Virginia plan favored and why. TTW then explain,
It was in favor of larger states because each state would be represented
according to its contribution and number of inhabitants. The called for
three branches of government and a system of checks and balances.
Favored by the larger states. South Carolina and North Carolina were
larger states who supported the plan. It proposed two houses of
Congress, both elected based on a state’s population.
Video The Virginia Plan
Slide # 8 TTW explain that William Paterson represented New Jersey,
one of the smaller states. Author of the New Jersey Plan which gave
each state the same amount of representation, no matter what the
population was.
Slide #9: “New Jersey Plan.”
a. TTW explain that this plan outlined rules for representation.
b. TTW ask the students who the New Jersey Plan favored and what it
entailed. If they do not have the right answer, explain to them, “It was in
favor of smaller states and wanted to give one vote per state, for equal
representation.”
c. TTW ask the students to provide an example of a state that favored
the New Jersey Plan. If they do not have an example, provide one for
them. “Delaware was in favor of the New Jersey Plan since it was a lesspopulated state.”
VIDEO The New Jersey Plan
Slide # 10 Connecticut Compromise
a. TTW explain, “The Connecticut Compromise was a “compromise
between smaller and larger states. Roger Sherman and Oliver Ellsworth,
both of the Connecticut delegation, created a compromise that, in a
sense, blended the Virginia (large-state) and New Jersey (small-state)
proposals regarding congressional apportionment. This document
proposed a bicameral legislature, which means the practice of having
two legislative branches (House of Representatives and Senate).”
Representation in the Senate would be the same for all of the States (two
representatives chosen by the Governor of the state). The House of
Representatives would be elected by the people and the number of
representatives would be determined by the population of the state.
Video Connecticut Compromise
11. Slide #11: “ 3/5 compromise.”
a. The teacher should explain that the 3/5 Compromise, “debated
between Northern and Southern states at the Philadelphia Convention.”
b. TTW then explain that delegates opposed to slavery generally wished
to count only the free citizens of each state. Delegates supportive of
slavery wanted to count slaves in their actual numbers. The ThreeFifths Compromise was a compromise in which three-fifths of the
enumerated population of slaves would be counted for representation
purposes regarding both the distribution of taxes and the apportionment
of the members of the United States House of Representatives. It was
proposed by delegates James Wilson and Roger Sherman.
Video 3/5 Compromise
Slide #12 TTW ask if anyone knows who the representatives from
South Carolina were that signed the Constitution.
Slide #13 TTW say Charles Pinckney South Carolina representative to
the Philadelphia Convention who contributed greatly to the writing of
the Constitution and the Bill of Rights. His most significant
contributions was in Article VI which states that there will be no
religious test required to hold office and in the first amendment which
states that the government cannot require you to belong to a certain
religion. He was a signer of the Constitution.
Slide #14 TTW say Pierce Butler representative from South Carolina.
He proposed the Fugitive Slave Clause to the Constitution and for the
rights of the common man. They used his idea of an Electoral College f
or choosing the President. He was a signer of the Constitution.
Slide # 15 TTW say John Rutledge representative from South Carolina.
A governor of South Carolina, he chaired a committee that wrote much
of what was included in the final version of the United States
Constitution, which he also signed. He served as an Associate Justice on
the U.S. Supreme Court, and was the second Chief Justice of the Court
from July to December 1795.
Slide #16 TTW say Charles Cotesworth Pinckney representative from
South Carolina. He was a first cousin to Charles Pinckney. He was a
signer of the Constitution. He wanted a strong national government
with checks and balances. He ran unsuccessfully for President twice.
TTW end the PowerPoint presentation by saying, “Now that you all
know the key ideas involved in the Philadelphia Convention, and the
key elements that it entailed, we will end class today with questions
or observations you may have. As you leave the classroom today
please pick up a slip of paper that will tell you your role in the ‘Role
Play’ activity for tomorrow”.
Guided Practice
“We do”
Activity Description
Include student
“explore”
components and
opportunities for
them to explain their
learning.
1. Role Play/ Debate: TSW split up into two groups. The first group will
be the actors who will re-enact the Philadelphia Convention. The second
group will be the observers.
“Now we will split you up into two groups: Group 1 will be the actors
and Group 2 the observers. Each actor will be assigned a ‘side’ (north
vs. south, large states vs. small states) at the Philadelphia Convention.”
2. TSW draw at random and will be handed a sheet of paper with
instructions for what their character’s feelings are (based on geological
location).
3. TTW explain, “Okay, actors, please read over the instructions for the
person you are given. You are now responsible for portraying this
person throughout the role play. Remember to highlight the important
aspects of the Philadelphia Convention that we learned today.”
4. If students are having trouble role playing and/or debating give them
suggestions on what to discuss. The following are some examples:
-
“Southerners need to mention how they are pro-slavery and
express their frustration if it is taken away.”
-
“Northerners need to mention how they are anti-slavery.”
-
“Larger states need to explain the Virginia Plan, and smaller
states need to explain the New Jersey Plan.”
-
“Remember to discuss the advantages of the Connecticut
Compromise and explain the 3/5 Compromise.”
10. After the role playing is over, TTW say, “Now we will get together
as a class to discuss the choices made at the convention, what impact it
made on the nation and your state and in the past, and the effects on
today’s society.”
Checking for
Understanding“Informal”
Assessment
1. At the end of the role play, the entire class will be able to discuss the
re-enactment by examining the choices made by the delegates, the
consequences, and how the choices affected South Carolina.
2. Discuss again what each of the decisions entailed:
Slavery and representation (Virginia and New Jersey plan, and
Connecticut Compromise).
a. “Why was slavery a controversy during the Philadelphia
Convention?”
b. “Why was representation a controversy during the Philadelphia
convention?”
c. “What did each plan propose?”
d. “How was the issue resolved?”
3. (Direct to the smaller states) “Did you feel like you had as much of an
impact as the larger states?” The students must have evidence for why
they felt this way.
4. (Direct to the larger states) “How did you feel about the New Jersey
Plan?” The students must have evidence for why they felt this way.
5. (Directed to both groups) “Did you find the Connecticut plan to be a
good compromise?” The students must have evidence for why they felt
this way.
6. TTW ask the students, “Are there any questions about the material
that we have covered today?”
Instructional Closure
Content Solidified
TTW review the lesson by asking open-ended questions about the
content:
1. “What were the major points of the Virginia Plan, the New
Jersey Plan and the Connecticut Compromise?”
2. . After discussing each of the questions TTW then say, “Now
that we have discussed the New Jersey Plan, Virginia Plan, and
the Connecticut compromise, let’s put their ideas in a chart
diagram. TTW fill in her diagram with the students.
(Wait for a few responses from a variety of students until moving on to
the next question.)
2. TTW repeat responses for note taking purposes and to add to their
charts.
3. “What was the outcome of the Philadelphia Convention, and what
was its original intent?”
(Wait for a few responses from a variety of students until moving on to
the next question.)
Independent Practice
“You Do”
1. TTW explain, “Tonight you will match each person and/or event with
the correct description and bring it in for next time. You can refer to the
notes you took from the Power Point as a guide.”
2. TTW hand out the homework assignment.
3. “Everyone please look over the homework sheet I just handed out,
and please feel free to ask any questions now if you are confused or do
not understand who a person is and/or an event.”
4. If a student does have a question, make sure everyone is listening to
the response and repeat.
5. If a student does not have a question, TTW say, “Okay, please put
your homework away and complete it tonight to the best of your
ability.”
6. Move on to explain the summative assessment.
This will be orally reviewed the next day.
Summative/ “Formal” Assessment
Assessment
1. “Tonight, I want you to write a paper about what we have
studied today. The four paragraphs should contain a topic
sentence, one to two sentences on each topic you chose, and
a concluding sentence that ties everything together.”
2. “For each of the four points please give a detailed
description, so I know that you truly understand the content
we have learned today.”
3. The first paragraph will contain your explanation of the
Virginia Plan and the New Jersey Plan.
4. In the second paragraph, explain the Connecticut
compromise. Defend or oppose the compromise stating
reasons.
5. In the third paragraph, you will either defend or oppose the
3/5ths compromise. Be sure to state details supporting your
position.
6. The last paragraph will be a summary paragraph. Include
the ideas from each plan that we still use today. What is the
same and what is different.
Role Playing: The teacher will assign each role to a student.
James Madison – from a large state, slave owner
William Paterson from small state of New Jersey, no slaves
Roger Sherman of the Connecticut delegation. Small state, no slaves. Connecticut
Compromise.
Oliver Ellsworth of the Connecticut delegation. Small state, no slaves. Connecticut
Compromise.
Charles Pinckney South Carolina, slave owner, supporter of religious freedom
Roger Sherman. 3/5 Compromise
Delegate A from a large state with no slaves
Delegate B from a large state with slaves
Delegate A from a small state with no slaves
Delegate B from a small state with slaves
George Washington presiding over the Convention
Benjamin Franklin
VIRGINIA PLAN
CONNECTICUT COMPROMISE
NEW JERSEY PLAN
VIGINIA PLAN
Favored Large States
Bicameral legislative
branch
First defined a
representation based
on population
CONNECTICUT COMPROMISE
Have a bicameral
legislature – one based
on population and one
having equal
representation by each
state.
Wanted each state to
be represented based
on its population and
influence
Creating a House of
Representatives
apportioned by
population and a Senate
in which each state is
equally represented.
A new form of
national government
having three
branches (legislative,
executive and
judicial)
The people would elect
the members of the
House of
Representatives.
Set the stage for
other debate
Members of one of
the two legislative
chambers would be
elected by the
people; members of
that chamber would
then elect the second
chamber from
nominations
submitted by state
legislatures.
The executive would
be chosen by the
legislative branch.
The Governor would
appoint the 2 Senators.
(Today they are elected
by the people).
Ultimately, however, its
main contribution was
in determining the
apportionment of the
senate, and thus
retaining a federal
character in the
constitution.
NEW JERSEY PLAN
Favored small states.
Single chamber legislature
Each state would have one
representative. (Equal)
A policy of admission of new
states should be established.
This position reflected the
belief that the states were
independent entities and, as
they entered the United States
of America freely and
individually, remained so.
Legislature selects the
executive branch
Name:_______________________________
Date:__________________
Directions: Match the left side terms to the appropriate definitions on the right. Write the letter of the
correct definition on the line.
1. Philadelphia Convention___
A. was at first inclined to
support reconciliation with
the British Crown. But as
conditions deteriorated, he
came to fully support the
American position.
2. Articles of Confederation___
B. Proposed a Bicameral
Legislature. In one, each state had
Equal representation and the other
Was
3. Henry Laurens___
C. added to Article VI, which
states that a holder of public
office will not have to pass a religious test
and that Congress cannot vote to have only
one religion.
4. Delegate___
D. Originally wanted to fix the Articles of
Confederation
5. 3/5 Compromise___
E. Delegates from the thirteen colonies
gathered to write the law to govern the
United States during the American
Revolution.
6. New Jersey Plan___
F. For every 5 slaves 3 would be counted
the House of Representatives and taxes.
7. Charles Pinckney___
G. Wanted to give one vote
per state for equal
representation.
8. Continental Congress___
H. A person designated to
act or represent another or
others (a representative).
9. Virginia Plan___
I. Was in favour of larger
states because each state
would be represented
according to their
contribution and number of
inhabitants.
10. Connecticut Compromise___
J. First constitution of the U.S.
HOMEWORK KEY
Name:_______________________________
Date:__________________
Directions: Match the left side terms to the appropriate definitions on the right. Write the letter of the
correct definition on the line.
1. Philadelphia Convention_D__
2. Articles of Confederation_J__
3. Henry Laurens__A_
4. Delegate_H__
5. 3/5 Compromise_F__
6. New Jersey Plan_G__
7. Charles Pinckney_C__
8. Continental Congress_E__
9. Virginia Plan_I__
10. Connecticut Compromise_B__
.
Written Assignment
7. “Tonight, I want you to write a paper about what we have studied today. The four paragraphs
should contain a topic sentence, one to two sentences on each topic you chose, and a concluding
sentence that ties everything together.”
8. “For each of the four points please give a detailed description, so I know that you truly
understand the content we have learned today.”
9. The first paragraph will contain your explanation of the Virginia Plan and the New Jersey Plan.
10. In the second paragraph, explain the Connecticut compromise. Defend or oppose the compromise
stating reasons.
11. In the third paragraph, you will either defend or oppose the 3/5ths compromise. Be sure to state
details supporting your position.
12. The last paragraph will be a summary paragraph. Include the ideas from each plan that we still
use today. What is the same and what is different.
RUBRICS FOR WRITTEN ASSIGNMENT
3 Points
2 Points
1 Point
Paragraph one:
Virginia Plan
and the New
Jersey Plan
The student will
be able to explain
3 ideas in the
Virginia Plan
and 3 ideas in the
New Jersey Plan.
The student will
be able to explain
2 ideas in the
Virginia Plan
and 2 ideas in the
New Jersey Plan.
The student will
be able to explain
1 idea in the
Virginia Plan
and 1 ideas in the
New Jersey Plan.
The student
cannot explain
either plan.
Paragraph 2:
The student
demonstrates an
understanding of
the Connecticut
Compromise by
correctly stating
the parts of the
plan and why
they support it
(or not).
The student
demonstrates an
understanding of
the compromise
but cannot
defend or oppose
it.
The student
demonstrates a
partial
understanding of
the plan and
cannot defend it.
The student has
no understanding
of the plan.
The student
demonstrates an
understanding of
the compromise
by defining it
correctly and
gives 2 strong
points in
defending or
opposing the
plan.
The student
demonstrates an
understanding of
the compromise
by defining it
correctly and
gives 1 strong
point in
defending or
opposing the
plan.
The student
demonstrates an
understanding of
the compromise
by defining it
correctly but
cannot write any
reasons for
defending or
opposing the
plan.
The student
cannot define the
compromise.
The student
demonstrates 4
ideas about
representation
that are the same
or are different
today.
The student
demonstrates 2-3
ideas about
representation
that are the same
or are different
today.
The student
demonstrates 1
ideas about
representation
that are the same
or are different
today.
The student
cannot state any
similarities or
differences.
Support or
oppose the
Connecticut
Compromise
Paragraph 3:
Three-fifths
Compromise
Paragraph 4:
Summary
0 Points