Day 5: Friday, November 2, 2012
Objectives:
1. Identify the leaders of the Constitutional Convention. 8SS1d; 8SS1e (DOK 2)
2. Explain the main differences between the two rival plans for the new Constitution. 8SS1d (DOK 2)
3. Describe the compromises the delegates had to reach before the Constitution could be signed.
8SS1d; 8SS1e (DOK2)
Materials:
Teacher- Teachers Edition Textbook, Promethean projector and pen, Laptop Computer, dry erase markers, Key
Terms Quiz/Student Quiz and Key, Three-Fifth’s Compromise Exercise, calculators, pencils, copy paper for
Math work.
Students- Textbook, writing utensil, note taking paper, key terms student quiz, Three-Fifth’s Compromise
worksheet, calculator, pencil, copy paper.
Opening (Set):
1. The opening set for this day’s lesson will be the key terms quiz.
2. Students will be given no more than 12 minutes to complete their key terms quiz and turn it back in to
the teacher.
Learning Tasks (Procedures):
A. Students will arrange themselves in groups of 3-4.
B. Helper student will assist teacher in passing out calculators, pencils, and copy paper, as well as the
Three-Fifth’s Compromise worksheet.
C. Teacher will briefly discuss the Three-Fifth’s Compromise as outlined on the PowerPoint presentation;
students will be required to take notes during this time.
D. After lecture, students will be instructed and directed to complete the Three-Fifth’s Compromise
exercise.
E. This exercise draws on not only each student’s ability to understand history, but also how number and
math have played a significant part in United States history.
F. Students will complete all parts of the exercise and turn their worksheet in to the teacher to be graded.
Closure:
1. Teacher will lead a discussion, driven by student interaction, about some of the findings and facts they
discovered during their historical math exercise.
2. Teacher will ask students to explain how they felt working with the numbers, and what did the numbers
themselves say about Constitutional Convention delegates and their position on slavery?
Differentiated Instruction: None for lesson
1790 CENSUS DATA
State
Total
Population
Free
Persons
ThreeTotal
Slave
Fifths
Population for
Population
Slave
Representation
Population
Vermont
85,539
85,539
0
0
85,539
New
Hampshire
141,885
141,727
158
95
141,822
Maine
96,540
96,540
0
0
96,540
Massachusetts 378,787
378,787
0
0
378,787
Rhode Island
68,825
67,877
948
569
68,446
Connecticut
237,946
235,182
2,764
1,658
236,840
New York
340,120
318,796
21,324
12,794
331,590
New Jersey
184,139
172,716
11,423
6,854
179,570
Pennsylvania
434,373
430,636
3,737
2,242
432,878
Delaware
59,094
50,207
8,887
5,332
55,539
Maryland
319,728
216,692
103,036
61,822
278,514
Virginia
747,610
454,983
292,627
175,576
630,559
Kentucky
73,677
61,247
12,430
7,458
68,705
North
Carolina
393,751
293,179
100,572
60,343
353,522
South Carolina 249,073
141,979
107,094
64,256
206,235
Georgia
53,284
29,264
17,558
70,842
82,348
Name ___________________________
Date_________________________
“Multiplication and Representation”
When the delegates met together in Philadelphia 1787 to revise the Articles of Confederation, they
debated many issues. Slavery and representation were two of the most important. Under the Great
Compromise, the population of each state would determine the number of representatives in the lower
house of the legislative branch. But should slaves count as part of the population? Southern states said
yes! Northern states, with few or no slaves, said no!! Here’s why:
1.
Look at the populations of South Carolina and New Hampshire in the 1790 Census Data. If
representation in the new national government will be 1 representative for every 30,000 people,
what would be the total number of representatives for South Carolina and New Hampshire? Use
your calculator to find the answer!
South Carolina:
_________reps
New Hampshire:
________reps
To break the deadlock between the states, the delegates agreed to count only 3/5 of the slave
population of each state towards representation. This was the
Directions: Find the results of the 3/5 Compromise by doing the following simple math problems:
Step 1.
Find the population of slaves in each state that will be counted under the 3/5 compromise:
o
o
Step 2.
Multiply each of the slave population numbers by 3/5 (.6)
Enter the results in the 3/5 column.
Now, find the population number that representation will be based on under the 3/5
Compromise:
o Add the “Free Persons” and “3/5 Slave Population” columns
o Enter into results in “Total Population for Representation” Column
The 1790 Census
State
1
Total
Population
3
Slave
Population
2
Free Persons
Vermont
85,539
85,539
0
New Hampshire
141,885
141,727
158
Maine
96,540
96,540
0
Massachusetts
378,787
378,787
0
Rhode Island
68,825
67,877
948
Connecticut
237,946
235,182
2,764
New York
340,120
318,796
21,324
New Jersey
184,139
172,716
11,423
Pennsylvania
434,373
430,636
3,737
Delaware
59,094
50,207
8,887
Maryland
319,728
216,692
103,036
Virginia
747,610
454,983
292,627
Kentucky
73,677
61,247
12,430
North Carolina
393,751
293,179
100,572
South Carolina
249,073
141,979
107,094
Georgia
82,348
53,284
29,264
3.
4
3/5 Slave
Population
5
Total Population
for
Representation
6
Number of Reps to
House of Reps
Now, look at the populations of South Carolina and New Hampshire. If representation in the new
national government will be 1 representative for every 30,000 people, what are the total number
representatives for South Carolina and New Hampshire AFTER the “Three-Fifths Compromise?”
South Carolina _________________ New Hampshire_____________
Final Thoughts:
Why didn’t the delegates abolish slavery and make the slaves full citizens?
Was the 3/5th compromise a fair resolution for slave states v. non slave states?
What other compromises were made about slavery?