We can analyze the issues of the Constitutional Convention of 1787, including the Great Compromise.
What do you predict would have happened if the Great Compromise was never proposed? Why?
If the Great Compromise was never proposed, I predict... because...
By studying this visual, students might:
- The Great Compromise is connected to both the Virginia Plan and the New Jersey Plan
- The Virginia Plan favored large states and representation by population
- The New Jersey Plan favored small states and equal representation
- The Great Compromise created a bicameral legislature
- The House of Representatives and Senate were formed as a result
- Why did the states disagree about representation?
- What would have happened if no compromise was reached?
- Why is it called a “compromise”?
- What powers does each house of Congress have now?
- How did this decision impact smaller and larger states differently?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What was the Great Compromise?
The Great Compromise ...
How is the Great Compromise related to a bicameral legislature?
The Great Compromise is related to a bicameral legislature because...
What do you predict would have happened if the Great Compromise was never proposed? Why?
If the Great Compromise was never proposed, I predict... because...
Example Student Responses to the Observational Question
The Great Compromise made two houses. One is based on population and one is equal.
The Great Compromise is an agreement made during the Constitutional Convention that created a two-house legislature. It solved the issue of representation by giving population-based representation in the House and equal representation in the Senate.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
Purpose for Reading: The purpose for reading is to learn how the Great Compromise created a fair solution to the debate over representation and helped shape the Constitution.
- What the Articles of Confederation did and why they failed
- What each plan (Virginia Plan and New Jersey Plan) wanted
- Why the debate about representation was such a big problem
- How the Great Compromise solved the problem
- What each state gained from the Great Compromise
Why was the Great Compromise important for both large and small states?
The Great Compromise was important for both large and small states because...
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.