CHAPTER 8 • SECTION 2
power to regulate trade among the states. Some
delegates, led by Alexander Hamilton, called for
a convention in Philadelphia the following May.
Twelve states sent delegates to the Convention.
Only Rhode Island declined.
RESEARCH &
Go online to explore
WRITING
CENTER
more of the heated
Constitutional Convention The convention
debate at
ClassZone.com
History Makers
James Madison
Find biographies of James Madison
at the Research and Writing Center
@ ClassZone.com. The Virginia Plan
included “checks and balances” to limit
the power of government. Draw attention
to Madison’s quotation on page 246:
“All power in human hands is liable to
be abused.” Have students restate the
quotation in their own words. (Possible
Answer: It is a part of human nature to be
tempted to use power for personal gain.)
• What examples from current events do
you think support this quotation? (Accept
students’ responses that are based on
appropriate news sources.)
Unit 3 Resource Book
• America’s History Makers,
pp. 171–172
More About . . .
Delegates to the Convention
Most of the delegates to the Constitutional
Convention were men of means and had
been born in America. They included
doctors, merchants, generals, and lawyers.
More than half of the delegates had
attended college. The average age of the
delegates was 44. At age 81, Benjamin
Franklin was the oldest member while
Jonathan Dayton of New Jersey, 26, was
the youngest.
History Makers
James Madison
1751–1836
James Madison was a soft-spoken, scholarly man. In
the months before the convention, Madison studied
the history of other confederacies that had failed.
He saw that without a strong central government,
states tended to concentrate too much on their
individual interests and not enough on the common
good. He came to believe that simply revising the
Articles of Confederation would not be enough. Out
of this research emerged the Virginia Plan, which
provided the basic structure of the new government.
opened on May 25, 1787. The first order of business was to nominate a president for the convention. Every delegate voted for the hero of the
Revolution, George Washington. Washington’s
quiet and dignified leadership set the tone for the
convention.
The delegates did not want to be pressured
by the politics of the day. For this reason, they
decided their discussions would remain secret.
Much of what we know today about the debates
and drama of the Constitutional Convention is
Madison. In addithanks to Virginia delegate James Madison
tion to contributing many ideas that shaped the
Constitution, Madison took detailed notes on the
proceedings.
Who Was There? The 55 delegates to the
Constitutional Convention
Convention, as the Philadelphia
meeting became known, were a very impressive
group. Many had been members of their state
Madison may have made the greatest contribution
legislatures and had helped write their state conof any of the Founders at the Constitutional
stitutions. Along with other leaders of the time,
Convention. His contributions were so important
Founders, or Foundthese delegates are called the Founders
that he earned the title “Father of the Constitution.”
ing Fathers, of the United States. Many of the delegates who helped draft the proposals presented
COMPARING Leaders
at the Convention were already well known. Roger
Sherman, a Connecticut delegate, was a signer of
As you read through the chapter, look for other
examples of Madison’s leadership. Compare his
The Declaration of Independence and the Articles
leadership qualities to those of American statesmen
of Confederation. Pennsylvania’s Gouverneur
described in previous chapters.
Morris had also signed the Articles of Confederation. Morris and Washington were friends.
Research & Writing Center,
ONLINE
ForClassZone.com.
more on James Madison, go to
Another prominent Pennsylvania delegate, ScotsBIOGRAPHY
ONLINE
the Research & Writing Center
born James Wilson, was known for his brilliant
BIOGRAPHY
@ ClassZone.com
legal mind. Wilson worked with James Madison in
sovereignty, which
pushing for a system of popular sovereignty
is a government system in which the people rule. He backed the election of
a national legislature by the people to be “not only the cornerstone, but the
foundation of the fabric.”
Who Was Missing? A number of key people were unable to attend. Thomas
Jefferson and John Adams were overseas at their diplomatic posts. But
244 Chapter 8
DIFFERENTIATING INSTRUCTION
Teacher-Tested Activities
Pam Kniffin, Navasota Junior High
School, Navasota, Texas
I have students create an epitaph for one of
the Constitutional Convention delegates. I
review what an epitaph is, telling students
to write in rhyming verse. Students choose a
delegate to research: date and place of birth,
military and political service, contributions to
the convention, etc. Then, students design a
tombstone in which the epitaph is written in
the center.
244 • Chapter 8
Struggling Readers
English Learners
Finding Implied Meanings
Vocabulary: Idioms
Read the sentences “The delegates did
not want to be pressured by the politics
of the day. For this reason, they decided
their discussions would remain secret.”
Point out that the phrase politics of the
day refers to current political issues
that divided people. The delegates met
in secret in order not to be swayed by
current events. As students read, have
them note other examples of implied
meanings.
Read the sentence “Washington’s
quiet and dignified leadership set the
tone for the convention.” Explain that
set the tone for is an idiom meaning
“created the atmosphere of.” Point out
that George Washington’s behavior
influenced the behavior of others at the
convention. Explain that the word set in
combination with other words creates
many idioms, such as: set the pace
(establish a standard) and set the wheels
in motion (get something started).
CHAPTER 8 • SECTION 2
they wrote home to encourage the delegates. Others had a less positive
outlook. For example, Patrick Henry, who had been elected as a delegate
from Virginia, refused to go. He said he “smelled a rat . . . tending toward
monarchy.”
Also, the convention did not reflect the diverse U.S. population of the
1780s. There were no Native Americans, African Americans, or women
among the delegates. These groups of people were not recognized as citizens
and were not invited to attend. However, the framework of government the
Founders established at the Constitutional Convention is the very one that
would eventually provide full rights and responsibilities to all Americans.
SUMMARIZE Explain why the United States needed a constitutional convention.
Some Challenges of the Convention
Teach
Some Challenges of the
Convention
Answer: to promote
trade among the states
by creating national
trade laws; to amend the
Articles of Confederation
KEY QUESTION What were some of the major challenges facing the
Convention?
By 1787, many Americans realized that people and states often came into
conflict and needed a government that could keep order. They wanted a
government that was strong enough to protect people’s rights but not so
strong that it would oppress them.
Disagreements over Representation As the Convention began, the
delegates disagreed about what form the new government would take.
Two plans emerged. James Madison and the other Virginia delegates
had drawn up their plan while they waited for the convention to open.
Edmund Randolph presented the plan. The Virginia Plan proposed a government with three branches. The executive branch would enforce the
laws. The judicial branch would interpret the laws. The third branch, the
legislative branch, would create the laws.
The Virginia Plan wanted the legislature to have two sections: an Upper
House and a Lower House. In both houses, the number of representatives
Plans for Government
COMPARING
VIRGINIA PLAN
Legislative branch
NEW JERSEY PLAN
Two (branches) houses: representation
determined by state population or wealth
One house: one vote for each state,
regardless of size
Lower House: elected by the people
Upper House: elected by lower house
Elected by state legislatures
Executive branch
Appointed by Legislature
Appointed by Legislature
Judicial branch
Appointed by Legislature
Appointed by Executive
CRITICAL THINKING Analyze Which plan appealed more to the smaller states?
Reader, Recorder, Reporter
• What was the main difference between the
Virginia and New Jersey plans? (Virginia
Plan: two houses with representation in both
determined by a state’s population or wealth;
New Jersey Plan: one house with one vote per
state)
• Explain how the disagreement over
representation was resolved. (The delegates
agreed to have a Senate with equal
representation per state and a House with
representation based on a state’s population.)
• Summarize In your own words, state the
main issue that divided delegates regarding
representation. (Possible Answer: whether
representation should be equal for each state
or based on a state’s population or wealth)
COMPARING Plans for Government
In comparing plans, have students note the
one way they were similar. (The president
would be appointed by the legislature.)
• Why do you think both plans called for
the president to be appointed by the
legislature? (Possible Answer: to ensure
that the president did not become a
dictator or tyrant)
CRITICAL THINKING ANSWER
Analyze the New Jersey Plan
Confederation to Constitution 245
INTERDISCIPLINARY ACTIVITIES
CONNECT
to Language Arts
“Great Compromise” Play
Have groups of students write and perform short
plays about the debate at the Constitutional
Convention over state representation in
Congress. Each group should do research on the
debate and assign one or more actors to actual
delegates who supported the Virginia Plan, the
New Jersey Plan, and the Great Compromise.
Plays should clearly explain the reasons for
supporting each plan. Allow groups time to plan
and rehearse their plays and to present them to
the class.
CONNECT
to Civics
Congressional Representation
Data Hunt and Discussion
Have students work in groups to research:
• How many representatives to the U.S.
House does each state now have?
• For each state, how many people per
representative are there?
After students have reported their findings,
tell them this fact: Originally, there was one
representative for every 30,000 people. Have
students discuss whether Congressional
representation needs to be changed.
Teacher’s Edition • 245