Compromise: Why was compromise necessary during the
Constitutional Convention?
By Jesse Guzman
AHTC Summer Institute
2008
To download this lesson in .pdf format, please click here.
Abstract:
Compromise was important to the success of the Constitutional
Convention. Students will learn why compromise was necessary and what
compromises were actually reached.
Students will play a prisoner’s dilemma game, analyze primary source
documents, and participate in a Constitutional Convention simulation. Assessment will occur through student
participation in the simulation and writing a short reflective paper. Duration for this lesson is approximately
four to five days.
Enduring Understandings:
2.
Students
will know and be able to explain the significant compromises reached during the
Constitutional Convention.
3.
Student
will be able to use primary source documents to understand historical events.
Assessment: Students will analyze primary
sources from the Constitutional Convention.
Students will complete a source evaluation worksheet and share their
interpretations. Students will also
participate in a mock Constitutional Convention simulation. Students will understand the issues facing
the delegates and the need to compromise.
Finally students will be required to write a short reflection
paper. The central questions: “Why was
compromise necessary during the Constitutional Convention?” And “What compromises were reached during the
Convention?”
Setting the Purpose: Students should have a basic
understanding as to why the Constitutional Convention was meeting. Students should know why the Articles of
Confederation was not an effective government.
Students will begin by participating in a game demonstrating the
concepts of compromise, interests, and cooperation. Students will discuss the issues and natural
responses they faced during the game.
This will lead to an analysis of documents from the Constitutional
Convention. From these documents
students should gain an understanding of the historical time period and issues
the delegates faced. Students will conclude by participating in a
Constitutional Convention simulation and writing a short reflective paper.
These activities will help students understand the need for compromise an
important historical time period.
Duration: 4-5 class periods
Procedure:
Day 1
Tell students that as a
class they are going to play a point game.
The simple goal is to get points (do
not tell them the goal is to get the most points). Competition will/should naturally occur. It
is helpful if you offer in incentive like candy or extra credit.
Divide class into three
groups. Teacher can divide or let
students divide themselves for playing the game.
Rules to the game
If one cooperates and one defects
(say you agree but then don’t), Cooperating group gets 0 points, defecting
group gets 7 points.
If both groups defect, each group
gets 0 points.
(Once a group asks to
talk to another group, they must decide to cooperate or defect. The groups may not ask for 3 points if
meeting goes bad.)
Spend the class period
playing the game. Total the points at
end of period.
Days 2-3
Debrief on
activity. Discuss cooperation,
competition, interests, and compromise. Give definitions and how it influenced
the game and decisions made. Relate how
these concepts are central the Constitutional Convention.
After the discussion,
have students recall the failures of the Articles of Confederation. Discuss them as a class and have the students
predict what the delegates at the Convention may try to change.
Next, have the students
analyze the documents: Virginia Plan
(both the original copies and transcript),
Prepare students for a
Constitutional Convention Simulation. Divide the students into 12 groups and
assign each group a state. Give the
groups their state’s agenda. Have the groups
discuss their issues and organize arguments for their positions.
Days 4-5
Students will
participate in the Constitutional Convention Simulation. Teacher will act as moderator, ensure all
groups are participating, and encourage the groups to compromise. After the simulation, lead a class discussion
on the compromises reached, level of debate and intensity that occurred, and
compare actual results to the class simulation.
Finally, have students complete a short reflection essay. Students should answer the following
questions.
Why was compromise necessary during the
Constitutional Convention?
What compromises were reached during the Convention?
Ties to national sources:
This requires the use of
Materials and Resources:
Paper, pencils, note cards, and chalkboard or LCD projector will be
needed.
Compromise Source Evaluation Form
Constitutional Convention Agendas
Virginia Plan photographed copy