United States Constitution
Session 3: Compromises

Materials

• Worksheet on the Compromises of the Constitution (Attachment B)
• Class textbook

Instructional Activities

1. Display the following prompt on the board or overhead:
   
   Think of a situation in which you had to compromise with either friends or family members. How did you arrive at the compromise? Did the compromise work out as you expected?
   
    After students have had a few minutes to write about their experiences, let them share their responses with each other in pairs and then share with the whole class.
   
   
2. Tell the students that the Constitution of 1787 involved a series of compromises between competing interests. Although delegates disagreed about many issues, the following two compromises demonstrate the most significant differences of opinion that occupied the Constitution Convention for much of the summer of 1787. Provide students with a chart like the one on Attachment B to use in recording notes.
   
   
3. Tell the students to use their textbooks to locate and record information about the following two compromises. Their charts should contain the following information:
   
   •    Representation — The “Great Compromise” (also known as the “Connecticut Compromise”)
   –    One point of view (the Virginia Plan [large-state plan])
   

   a.	There would be a bicameral (two-house) legislature, with representation in both houses based on population.
   b.	The legislature would choose the executive and judiciary.
   c.	The legislature would have the power to veto state legislation.

   
   –    Another point of view (the New Jersey Plan [small-state plan])
   

   a.	There would be a unicameral legislature.
   b.	Powers of the existing Congress would be expanded to enable it to levy import duties, levy a stamp tax, and regulate trade.
   c.	Each state would have one vote.

   
   –    Compromise
   

   a.	Bicameral legislature
   b.	Lower house (House of Representatives) based on population
   c.	Upper house (Senate) based on equal representation for every state
   d.	This is spelled out in Article I, Sections 2 and 3 of the Constitution.

   
   •    Counting of Slaves — The 3/5 Compromise
   –    One point of view
   

   a.	Slaves should not be counted as part of the population for purposes of taxation and representation.
   b.	This point of view was favored by the North because it would decrease the power of the South in Congress.

   
   –    Second point of view
   

   a.	Slaves should be counted just like free men.
   b.	This point of view was favored by the South, because it would increase their representation in Congress.

   
   –    Compromise
   

   a.	Slaves would be counted as 3/5 of a person for purposes of taxation and representation.
   b.	This was spelled out in Article I, Section 2 of the Constitution; it is nullified by the Fourteenth Amendment.