UNIT TITLE: THE CONSTITUTIONAL CONVENTION OF 1787
LESSON #2: THE QUESTION OF REPRESENTATION AT THE 1787 CONVENTION
Authors: Christopher Burkett and Patricia Dillon
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 must 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: 1. Whether Congress should be
unicameral or bicameral; 2. whether states should send an equal or proportional number
of representatives to Congress; and 3. whether the people or the state legislatures should
elect representatives.

Understand 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.

Understand the significance of the Connecticut Compromise in resolving the question of
representation.

Think critically about 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 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
agency 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. Useful background information can also be accessed at the Digital History website.
The Library of Congress’ “American Memory” project includes a brief summary of the plans
debated at the Convention. PBS’ “Rediscovering George Washington” website includes a
section on “The Constitution and the Idea of Compromise,” as well as a list of discussion
questions. The National Archives Experience also includes a webpage titled “A More Perfect
Union: The Creation of the U.S. Constitution,” as well as a question and answer page of facts
about the Constitution and 1787 Convention.
Preparing to Teach this Lesson
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
1. Plans for representation and the question of authorization
2. Bicameralism, modes of election and the “rule of suffrage” in Congress
3. The Connecticut Compromise: “partly national, partly federal”
Activity #1. Plans for representation and the question of authorization
Time required for activity: Homework reading assignment with questions and one 45
minute class period. 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 assigned as homework (listed
below, included in the Text Document for this lesson).
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, and gain awareness of the delegates’ distinction between a “federal” and “national”
form of government.
On the day before the activity:
Divide your students into three groups. For homework on the night before the activity, assign
Reading Set A to all of the groups, and one of the other three sets of readings to each group.
Have each group write a one-paragraph answer to their assigned questions (the questions are also
listed on the Analysis Sheet found in the Text Document):
TEACHERS: Assign Reading Set A to all three groups of students
Reading Set A. Plans of Representation
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 [http://www.archives.gov/national-archives-experience/] and Teaching
American History [http://www.teachingamericanhistory.com], and in excerpted form on pages 12 of the Text Document:
1. Articles of Confederation (ratified 1781)
http://www.yale.edu/lawweb/avalon/artconf.htm
2. The Virginia Plan (introduced by Edmund Randolph, 29 May 1787)
http://www.teachingamericanhistory.com/convention/debates/0529.html
3. The New Jersey Plan (introduced by William Paterson, 15 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0615.html
4. The Hamilton Plan (introduced by Alexander Hamilton, 18 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0618.html
5. U.S. Constitution (as recommended by the Convention, 17 September 1787)
http://www.archives.gov/national-archivesexperience/charters/constitution_transcript.html
Based on what they have read students should then write a one-paragraph answer to each of the
following questions, found on page 3 of the Text Document:
1. Explain how the states were represented under the Articles of Confederation.
2. How are the Articles of Confederation and the Virginia plan different?
3. How are the Virginia Plan and Hamilton Plan different?
4. How is the original U.S. Constitution (as recommended by the Convention) different
from both the Articles of Confederation and the Virginia Plan?
TEACHERS: 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 Teaching
American History [http://www.teachingamericanhistory.com], and in excerpted form on pages 45 of the Text Document:
Constitutional Convention, 30 May 1787
http://www.teachingamericanhistory.com/convention/debates/0530.html
Based on what they have read students should then write a one-paragraph answer to each of the
following questions, found on page 6 of the Text Document:
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
[http://www.teachingamericanhistory.com/convention/delegates/].
2. 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?
3. Why do George Mason and James Madison believe that a national rather than federal
government is necessary?
4. 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 Teaching
American History [http://www.teachingamericanhistory.com], and in excerpted form on page 7
of the Text Document:
Constitutional Convention, 9 June 1787
http://www.teachingamericanhistory.com/convention/debates/0609.html
Based on what they have read they should then write a one-paragraph answer to each of the
following questions, available on page 8 of the Text Document:
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?
2. Why does Paterson believe that the Convention should not adopt proportional
representation?
3. Why do you think Paterson said the following? “We must follow the people; the
people will not follow us.”
4. 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 Teaching
American History [http://www.teachingamericanhistory.com], and in excerpted form on pages 910 of the Text Document:
Constitutional Convention, 16 June 1787
http://www.teachingamericanhistory.com/convention/debates/0616.html
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:
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/].
2. Why do John Lansing and William Paterson (Patterson) prefer the New Jersey Plan
over the Virginia Plan?
3. How does James Wilson respond to Paterson’s claim that the people will never
approve the Virginia Plan?
4. Why does Edmund Randolph argue that the New Jersey plan will not remedy the
problems under the Articles of Confederation?
On the day of the activity:
Each group should meet briefly (5-10 minutes) and compare their answers. Then each group
should give a short presentation (5-10 minutes) summarizing what they learned from their
assigned passage.
Teachers have the option of extending the activity by assigning the following for homework on
the 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) and the
accompanying questions to all students to be completed for homework. Begin class the
following day with a discussion of the excerpts (students are instructed that no writing is allowed
during this discussion). Read each excerpt aloud and encourage students to restate the passage in
their own words. When all excerpts have been discussed, allow students to change or make
additions to their homework answers. Hand out copies of the excerpts for Reading Sets B, C,
and D to every student. Read each document aloud, stopping for explanation or discussion, and
encourage students to take notes directly on their copies.
Next, divide the class into three groups— intentionally creating groups with high, middle, and
lower ability students—and assign members of each group to complete the accompanying
worksheet questions for Reading B, C, or D (found on pages 6, 8, or 11 of the Text Document).
Members would discuss possible answers to each question in their assigned set; then each
student would individually complete his/her worksheet. Each group would give a short
presentation as described in the above activity. The teacher should summarize 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 (or provide links) for students of the documents assigned as in-class work (listed
below, included in the Text Document for this lesson).
Print the Biography Sheets included on pages 23-27 of the Text Document for this lesson (longer
versions of these biographies are available at
http://www.teachingamericanhistory.com/convention/delegates/). 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:
1. Divide your students into three groups, and assign one of the three Readings Sets to each
group. Have each group answer the question that follows their assigned Reading Set (the
questions are also listed on the Analysis Sheet found in the Text Document). Allow each group
to work together for approximately 10-15 minutes. Then each group should make a brief
presentation to the class summarizing their answers (2-3 minutes each).
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
12-13 of the Text Document:
1. Constitutional Convention, 16 June 1787
http://www.teachingamericanhistory.com/convention/debates/0616.html
2. Constitutional Convention, 20 June 1787
http://www.teachingamericanhistory.com/convention/debates/0620.html
Using the worksheet on page 14 of the Text Document, students should then write a summary of
the reasons each of the following delegates was either for or against a bicameral Congress:
1. William Paterson (Patterson)
2. James Wilson
3. George Mason
Reading Set B. Election by the people or state legislatures?
Have students read the following documents, available at the EDSITEment reviewed Teaching
American History [http://www.teachingamericanhistory.com], or in excerpted form on pages 1517 of the Text Document:
1. Constitutional Convention, 31 May 1787
http://www.teachingamericanhistory.com/convention/debates/0531.html
2. Constitutional Convention, 6 June 1787
http://www.teachingamericanhistory.com/convention/debates/0606.html
3. Constitutional Convention, 21 June 1787
http://www.teachingamericanhistory.com/convention/debates/0621.html
4. Constitutional Convention, 25 June 1787
http://www.teachingamericanhistory.com/convention/debates/0625.html
Using the worksheet on pages 18-19 of the Text Document, 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:
1. Roger Sherman
2. Elbridge Gerry
3. George Mason
4. James Wilson
5. James Madison
6. Charles Pinckney
7. Oliver Ellsworth
Reading Set C. Proportional or equal representation?
Have students read the following documents, available at the EDSITEment reviewed Teaching
American History [http://www.teachingamericanhistory.com], or in excerpted form on pages 2021 of the Text Document:
1. Constitutional Convention, 9 June 1787
http://www.teachingamericanhistory.com/convention/debates/0609.html
2. Constitutional Convention, 14 July 1787
http://www.teachingamericanhistory.com/convention/debates/0714.html
Using the worksheet on page 22 of the Text Document, students should then write a summary of
the reasons each of the following delegates supported or opposed either proportional or equal
representation in Congress:
1. David Brearly
2. William Paterson (Patterson)
3. James Wilson
4. James Madison
2. Teachers should distribute to each student a Biography Card (found on pages 23-27 of the
Text Document) 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.
3. Explain the role playing activity that will take place on the following day. For homework,
students should familiarize themselves with the information on their Biography Card.
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).
The remainder of the class period should be used in a 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.
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 on how the delegates were divided over the question 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 12-22 of the Text Document.
(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. After each excerpt, instruct students to summarize the
opinions given by each Founder. When completed, divide the class into 9 groups. Each group
would receive one of the biography cards (found on pages 23-27 of the Text Document) 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 feel 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 assigned as homework (listed
below, included in the Text Document for this lesson).
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.
The purpose of the activity is to provide students with a broader understanding of key dates and
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
area available in their entirety at Teaching American History, but excerpts may be found on
pages 28-32 of the Text Document):
1. Sherman proposes Connecticut Compromise (11 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0611.html
2. Madison opposes equal representation in the Senate (19 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0619.html
3. The Convention compromises on election by state legislatures
in the Senate (25 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0625.html
4. Franklin calls for a prayer (28 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0628.html
5. Ellsworth revives the Connecticut Compromise proposal (29 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0629.html
6. Franklin sums up the dilemma (30 June 1787)
http://www.teachingamericanhistory.com/convention/debates/0630.html
7. A compromise committee is formed (2 July 1787)
http://www.teachingamericanhistory.com/convention/debates/0702.html
8. Committee’s compromise report (5 July 1787)
http://www.teachingamericanhistory.com/convention/debates/0705.html
9. Mason accepts the Compromise proposal (6 July 1787)
http://www.teachingamericanhistory.com/convention/debates/0706.html
10. Debate over the Compromise proposal (14 July 1787)
http://www.teachingamericanhistory.com/convention/debates/0714.html
11. Connecticut Compromise approved (16 July 1787)
http://www.teachingamericanhistory.com/convention/debates/0716.html
Based on these readings, students should then write a one to two page essay answering the
following question: What led the Convention to eventually accept the Connecticut Compromise,
and why did some delegates continue to oppose it?
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 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 page 33 of the Text Document 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.
Using their analysis notes, each student will write an essay answering the question: What led the
Convention to eventually accept the Connecticut Compromise, and why did some of the
delegates continue to oppose it? Students will then complete the Timeline Activity as described
above, using their analysis notes to aid in the construction of their cards and presentations.
Assessment
After completing this lesson, students should be able to write brief (1-2 paragraph) essays
answering the following questions:
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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 debate the themes addressed in this lesson, and write a longer (12 pages) essay answering the following question: Do you think it was really necessary to
fundamentally change the scheme of representation as it existed under the Articles of
Confederation?
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:
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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
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

“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:
1. 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.
2. 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.
3. 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.
Next Lesson Plan
Return to the Curriculum Unit Overview —
Related EDSITEment Lesson Plans
Selected EDSITEment Websites
The following links are only those that are directly referred to in this lesson plan.

“American Memory” at the Library of Congress
o America During the Age of Revolution, 1776-1789
http://memory.loc.gov/ammem/collections/continental/timeline2f.html

The Avalon Project at Yale Law School
o Articles of Confederation
http://www.yale.edu/lawweb/avalon/artconf.htm
o Report of Proceedings in Congress (calling for 1787 Convention)
http://www.yale.edu/lawweb/avalon/const/const04.htm

Digital History
o Guided Readings: The US Constitution and the Bill of Rights
http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=55

National Archives Experience
o “A More Perfect Union: The Creation of the U.S. Constitution”
http://www.archives.gov/national-archivesexperience/charters/constitution_history.html
o Question and answer page about the Constitution and 1787 Convention
http://www.archives.gov/national-archivesexperience/charters/constitution_q_and_a.html

PBS’ Rediscovering George Washington
o “The Constitution and the Idea of Compromise,”
http://www.pbs.org/georgewashington/classroom/index.html

TeachingAmericanHistory.com
o James Madison, Notes of Debates in the Federal Convention of 1787
http://www.teachingamericanhistory.com/convention/debates/
Additional Information:
Grade Levels: 9-12
Subject Areas
U.S History – Civics and U.S. Government
Time required
Three class periods
Skills:
Analyzing primary source documents
Interpreting written information
Making inferences and drawing conclusions
Observing and describing
Representing ideas and information orally, graphically and in writing.
Utilizing the writing process
Utilizing technology for research and study of primary source documents
Vocabulary development
Working Collaboratively
Curriculum Unit:
The Constitutional Convention of 1787
o The Road to the Constitutional Convention
o The Question of Representation at the 1787 Convention
o Debating the Powers of the Presidency at the 1787 Convention
Additional Student/Teacher Resources
“The Question of Representation at the 1787 Convention” downloadable PDF file
Author(s)
Christopher Burkett
Ashland University
Ashland, Ohio
Patricia Dillon
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