Forming the Constitution Unit

Lesson 4:
Constitutional Convention Simulation1
Lesson Overview:
Students will engage in a simulation to strengthen their understanding of the
events and compromises that played out at the Constitutional Convention
leading to the formation of the Constitution.
Timeframe: 4 Days/50-minute class periods
Essential Questions:
What compromises emerged from the Constitutional Convention?
Learning Objectives:
Students will be able to explain some of the issues faced by delegates at the
Constitutional Convention
Students will be able to describe how different states addressed these
issues.
Students will be able to describe how the outcomes of the simulated
Constitutional Convention compares to the outcomes of the actual event.
Learning Steps:

1. The Hook ~ What would you do?

Project the following scenario on the board for students:
“You all need to decide where you will go for your upcoming fieldtrip. Some
of you might want to see a movie, others might want to go to the mall, and
there may be a few who want to go to the park. Students will brainstorm with
their table members where they want to go for the fieldtrip.
One group will make a proposal for the upcoming fieldtrip, and all the groups
will vote on the proposal. Each group will have one vote. To be chosen as the
fieldtrip, a group’s proposal must receive 5 votes.”
The teacher is responsible for guiding the students through this activity.
They will choose a group to go first. The teacher needs to remind students
they only get one vote and need to receive at least 5 group votes.
Debrief with students after they perform the activity. Ask the following
questions:

 How did you feel as you tried to reach an agreement?

1
Play-based learning leads to academic attainment inspired by Wright-Maley, 2016
  What are the weaknesses of this type of decision-making system?
What are the benefits?
 What might be a better way to have the class make a decision?

2. Student Experience ~ Constitutional Convention

Simulation2
Prior to the students arriving to class, the teacher will set the classroom up
to resemble Independence Hall (See document on classroom setup).
Students will be given a name of an individual who attended the
Constitutional Convention. The students will research that individual using
the resources provided, in addition to independent research they conduct
themselves. A research guide will be given to students to explain exactly
what they need to be researching.
Research should take about 1-2 days total. Once research is conducted,
students will move into the simulation phase of the activity. Students are
encouraged to dress up and resemble their assigned individual as best as
they can. The teacher will play the role of George Washington and will begin
and end the simulation, along with facilitate the convention.
Prior to starting the debate, the students will take a vow of secrecy. The
teacher will post a sign on the door to “secure” the Assembly Room. Next,
students will spend some time mingling with their peers and introducing
themselves as their new personas.
Students will begin to prepare for the debate. The teacher will remind the
students they are responsible for voting the way their delegate voted and
can try to convince others to join their side during the debate. The teacher
will move throughout the room and provide student discussions with further
information or push higher thinking order questions on them.
Then, the teacher will present the topics up for debate:
1.) “How will the states be represented in the new government?”
2.) “How should slaves be counted”
3.) “How should the chief Executive be selected?”
There are 3-4 different proposals for each debated topic. Each student knows
exactly which position they represent, because of the research they
conducted.

2
Using simulations in the classroom as an activity inspired by Worthington, 2018
After all topics are debated and voted on, the teacher will announce the
signing of the Constitution.

The Materials ~ Simulation Content

For the simulation, the following materials are needed:
1.) Research Guide
2.) Websites used for Research
https://teachingamericanhistory.org/resources/convention/delegates/
https://www.britannica.com/event/Constitutional-Convention
https://www.archives.gov/founding-docs/founding-fathers
3.) State signs for tables
4.) Costumes
5.) Classroom Setup Document
 4. Wrap-Up ~
After the simulation is finished and students have signed the Constitution,
the class will debrief on the simulation. The teacher will ask questions to get
students thinking about their experience, such as:

 How did it feel to act as a delegate to the Constitutional Convention?

 What was the most challenging part of being a delegate to the
Constitutional Convention? What was the most rewarding part?
 Why was it important for the delegates to compromise on certain
issues?
 In what ways do you think your experience was different from that of
the actual delegates? In what ways do you think your experience was
similar?