This blue wool coat is part of a suit of regimentals made for George Washington in 1789.
Great Compromise
Grade Range: 6-9
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted:
10/12/2016
This historical investigaiton is aligned with the C3 Framework and is from C3teachers.org.
This inquiry leads students through an investigation of the Great Compromise using various sources related to its adoption. The Great Compromise was the pivotal breakthrough of the 1787 Constitutional Convention. Originally formed to revise the weak Articles of Confederation, the convention quickly took on the massive task of designing a new federal government. While the work of the convention occurred quickly, May 25 to September 17, 1787, it was not without considerable debate, disagreement, and compromise. The July 16th “Great Compromise” on the Connecticut Plan regarding the structure of the government was perhaps the most consequential compromise. By investigating the compelling question, students examine the structure of government under the Articles of Confederation, investigate two proposals (Virginia and New Jersey plans) for a new arrangement, and analyze the role of the Connecticut Plan and the Great Compromise in the development of the United States Constitution. By completing this inquiry, students will begin to understand the importance of compromise in democracies.
National Standards
United States History Standards (Grades 5-12)
Era 3: Revolution and the New Nation (1754-1820s)
3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades 6-8)
Literacy in History/Social Studies (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.6 (Craft and Structure): Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
2: Applying Disciplinary Tools and Concepts
D2.Civ.8.6-8. (Civics): Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
3: Evaluating Sources and Using Evidence
D3.2.6-8. (Gathering and Evaluating Sources): Evaluate the credibility of a source by determining its relevance and intended use.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.