1. 2322 Lesson 10 - Issue Two

2. 2524 Lesson 10 - Issue Two

3. Page 23 Lesson 10 Issue Two The Constitutional Convention

4. Lesson 10: The Constitutional Convention – Issue Two W ARM U P What about including slaves as part of the population? L 22 If a part of a state’s representation is based on population, who should be included in the count?

5. Lesson 10: The Constitutional Convention – Issue Two How would delegates from the states shown in this chart want slaves to be considered? L 22 Would they want slaves to be counted as population for determining representation or would they want slaves to be counted as property that could be taxed?

6. Lesson 10: The Constitutional Convention – Issue Two 0

7. L EARNING T ARGETS:  I can explain how the “Three-fifths Compromise” was created at the Constitutional Convention. Lesson 10: The Constitutional Convention – Issue Two 23 R Issue Two: How should slaves be counted?  I can explain the issue of “counting slaves” at the Constitutional Convention.

8. Lesson 10: The Constitutional Convention – Issue Two A ttach the G raphic O rganizer. How did the views of delegates from northern states differ from those of delegates from southern states on this issue? 8.7 Issue: How Should Slaves Be Counted? What compromise did the delegates create to resolve this issue? 8.8 Resolution: The Three-Fifths Compromise 23 R

9. Read Section 8.7 only. (page 153) You have 5 minutes to read and complete this. As you read, complete the first section of the Graphic Organizer. 8.7 Issue: How Should Slaves Be Counted? How did the views of delegates from northern states differ from those of delegates from southern states on this issue? Lesson 10: The Constitutional Convention – Issue Two

10. R eview the R eading Northern ViewSouthern View

11. The North wanted slaves counted for taxation (because they were viewed as property) but not representation. The South (had 90% of all the slaves) wanted slaves counted for representation but not taxation. New thinking about slaves, The South (had 90% of all the slaves) wanted slaves counted for representation but not taxation. 8.7 Issue: How Should Slaves Be Counted? How did the views of delegates from northern states differ from those of delegates from southern states on this issue? Lesson 10: The Constitutional Convention – Issue Two

12. 1.Read your delegate’s views on Issue Two on the Role Card. Lesson 10: The Constitutional Convention – Issue Two Debating Issue Two

13. 2.Now read the following four proposals: A.Count slaves as property to be taxed like other property. B.Count slaves as people to determine representation in Congress. C.Count slaves as both people for representation in Congress and property for taxation. D.Do not count slaves as either people for representation or as property for taxation. 3.Select the proposal YOUR DELEGATE most agrees with and move to that corner. 4.Develop and discuss strategies to convince other delegates to adopt your view. Lesson 10: The Constitutional Convention – Issue Two Debating Issue Two

14. If you can convince the other delegates to accept your proposal, you will receive candy. Time to debate and vote on Issue Two ! In order for a proposal to pass, the proposal must be approved by a majority of the states (7 states). Also, remember, each state receives only ONE vote. Lesson 10: The Constitutional Convention – Issue Two Debating Issue Two

15. The four proposals: A.Count slaves as property to be taxed like other property. B.Count slaves as people to determine representation in Congress. C.Count slaves as both people for representation in Congress and property for taxation. D.Do not count slaves as either people for representation or as property for taxation. Lesson 10: The Constitutional Convention – Issue Two Debating Issue Two

16. Now read Section 8.8. (page 154) You have 5 minutes to read and complete this. 8.8 Resolution: The Three-Fifths Compromise What compromise did the delegates create to resolve this issue? Lesson 10: The Constitutional Convention – Issue Two Complete the next section of the Graphic Organizer.

17. Lesson 10: The Constitutional Convention – Issue Two R eview the R eading About Counting SlavesAbout Trade

18. Lesson 10: The Constitutional Convention – Issue Two Complete the following chart. Current SituationIssuesResolution  S laves and Trade in the states  H ow to deal with the slaves and trade  T he Three- Fifths Compromise L 22  T he Trade Compromise

19. Lesson 10: The Constitutional Convention – Issue Two Current Situation  Slaves and Trade in the states IssuesResolution  How to deal with the slaves and trade  The Three-Fifths Compromise t here were slaves in the states (90% in the south) C ongress did not have the power to control trade S ome states allowed slavery and viewed slaves as property N ew thinking on slavery – some states outlawed slavery N orth viewed slaves as property to be taxed NOT for representation S outh viewed slaves as numbers for representation NOT taxation N orth wanted Congress to have more control over trade while the South did not 6 0% of slaves counted towards representation 6 0% of slaves counted towards calculating property tax C ongress will control trade BUT may not tax exports to other countries OR interfere with slavery for 20 yrs F ugitive Slave Clause  The Trade Compromise

20. Three-fifths (or 60%) of the slaves would be counted when determining a state’s population and representation. Three-fifths (or 60%) of the slaves would be counted when determining the property tax owed by a state. Additional compromise on the slave trade was Congress could control trade but it could not tax exports to other countries OR interfere with the slave trade for 20 years (until 1808). Fugitive slave clause - slaves caught in another state, even free, had to be returned. 8.8 Resolution: The Three-Fifths Compromise What compromise did the delegates create to resolve this issue? Lesson 10: The Constitutional Convention – Issue Two

21. W RAP U P CONSTITUTIONAL CONVENTION Document Based Question During the Convention, on August 8, Gouverneur Morris, a delegate representing Pennsylvania, gave what came to be called his famous "Curse of Heaven" speech, one of the most stirring speeches at the Constitutional Convention. Madison's notes for that day record Morris as stating: "He never would concur in upholding domestic slavery. It was a nefarious institution. It was the curse of heaven on the States where it prevailed.... Upon what principle is it that the slaves shall be computed in representation? Are they men? Then make them Citizens and let them vote. Are they property? Why is no other property included?... The admission of slaves into the Representation when fairly explained comes to this: that the inhabitant of Georgia and S.C. who goes to the Coast of Africa, and in defiance of the most sacred laws of humanity tears away his fellow creatures from their dearest connections and damns them to the most cruel bondages, shall have more votes in a Govt. instituted for the protection of the rights of mankind, than the Citizen of Pa. or N. Jersey who views with a laudable horror, so nefarious a practice." James Madison’s Notes Gouverneur Morris’s “Curse of Heaven Speech” Constitutional Convention Philadelphia, 1787 L 24 “The Curse of Heaven” 25 R CONSTITUTIONAL CONVENTION Document Based Question 1. What was Gouverneur Morris’s position on the Three-Fifths Compromise? ___________________________________________________________________ 2a. If the slaves counted as part of the population, then according to Gouverneur Morris, what should happen? ___________________________________________________________________ 2b. Cite a specific part of the speech that would justify your answer. “________________________________________________________________ _______________________________________________________________” 3a. If slaves are not counted as part of the population, according to Gouverneur Morris, what should happen? ________________________________________________________________ 3b. Cite a specific part of the speech that would justify your answer. “________________________________________________________________ _______________________________________________________________”

22. "He never would concur in upholding domestic slavery. It was a nefarious institution. It was the curse of heaven on the States where it prevailed.... Upon what principle is it that the slaves shall be computed in representation? Are they men? Then make them Citizens and let them vote. Are they property? Why is no other property included?... The admission of slaves into the Representation when fairly explained comes to this: that the inhabitant of Georgia and S.C. who goes to the Coast of Africa, and in defiance of the most sacred laws of humanity tears away his fellow creatures from their dearest connections and damns them to the most cruel bondages, shall have more votes in a Govt. instituted for the protection of the rights of mankind, than the Citizen of Pa. or N. Jersey who views with a laudable horror, so nefarious a practice."

23. 1. What was Gouverneur Morris’s position on the Three-Fifths Compromise? ___________________________________________________________________ 2a. If the slaves counted as part of the population, then according to Gouverneur Morris, what should happen? ___________________________________________________________________ 2b. Cite a specific part of the speech that would justify your answer. “__________________________________________________________________ __________________________________________________________________” 3a. If slaves are not counted as part of the population, according to Gouverneur Morris, what should happen? ___________________________________________________________________ 3b. Cite a specific part of the speech that would justify your answer. “__________________________________________________________________ __________________________________________________________________”

24. Lesson 10: The Constitutional Convention – Issue Two W RAP U P # 2 Respond to the two prompts on Edmodo. You may add a new comment OR add a comment to an existing discussion. 25 R