Bell-work 12/10/13

 Students will be able to compare and contrast the Virginia Plan and the New Jersey Plan as evidenced by a completed Cornell Notes as well as a double-bubble map  Where does today’s objective fit into our unit learning goal?

 The weaknesses of the Articles of Confederation (shown in Shays’ rebellion) prompted the states to call for a meeting to revise the Articles. The Constitutional Convention in Philadelphia led to an entirely new framework of government.

 Philadelphia 1787  George Washington was president of the Convention  Called to amend (change) the Articles of Confederation  55 delegates from 12 of the states  Rhode Island did not send a delegate  Two different plans to change the Articles surfaced

 Proposed by James Madison and Edmund Randolph of Virginia  Plan called for a new, strong central government and to toss out the Articles all together  Plan instead proposed three branches of government: the executive branch would carry out laws, the judicial branch would consist of a system of courts to interpret the law

 The legislative branch would be broken up into two houses, a lower house and an upper house  The delegates argued about the best way to choose members of each house  The # of representatives each state had would be determined by the state’s population  Large states like Virginia, Pennsylvania and Massachusetts supported this plan  why? How did it benefit them? Representation based on population

 William Patterson proposed a different plan to the delegates in June 15, 1787  This plan called for amending or changing the articles  This plan also called for three branches of government, but with one big difference Equal representation

 It called for a single house of Congress, with equal representation for each state  Why? How did this benefit small states?  Yes, their voice in government would be equal even with smaller populations  Delegates argued day after day over the issues and between the plans, some even feared the Convention would fail because of all the disagreements

 In your groups, see if you can devise a plan for government that would appease both the large and the small states. What would make each state happy?  Hint…it may help to think about how the legislative branch if constructed today!  You have five minutes!

 The legislative branch would be bicameral (two houses), one house with equal representation and one with representation based on the state’s population.  Now, each state would feel that they would have an equal say in government  This is called the Great Compromise, and we will investigate it further tomorrow.

 Compare and contrast both plans for a new national government by constructing a double bubble map at the bottom of your notes Large Small Same Diff.

 Students will be able to assess the significance the Great Compromise and the divided issue of slavery as evidenced by completed reading, group evaluations, and questions with 80% accuracy  Where does today objective belong in the unit learning goal? Read  Evaluations: What issues arose at the Convention. How were they addressed?

1. Who proposed the Great Compromise to the convention? 2. What is a compromise? 3. Who was Sherman hoping it would satisfy? 4. What happened on July 16 th, 1787? 5. What part of the plan appealed to large states? How did the plan “please” them? 6. What part of the plan appealed to small states? How did the plan “please” them? 7. What issue greatly divided the convention? 8. How did Southern delegates feel about counting African Americans in calculating how many representatives a state should have? 9. How did Northern delegates feel? 10. How did the delegates reach an agreement? What was it called and how did it work? 11. How did the 3/5 th compromise affect African Americans? 12. How did the convention affect the slave trade?

 How did the delegates at the convention reach an agreement for the new constitution? hat were the terms of the Compromise