Overview
This lesson’s purpose is to give students a clearer understanding of why we have two houses of legislation and representative democracy and what those are. It will also help them understand more about some of the decisions the framers had to make.

Standards — Social Studies
Grade 8
Government, Benchmark B

4. Explain the political concepts expressed in the U.S. Constitution:

a. Representative democracy.
b. Federalism.
c. Bicameralism.
d. Separation of powers.
e. Checks and balances.

Materials
• Large display paper for posting discussed ideas around the room for reference (chalkboard could be used)
• State populations

Procedure

1. Give a formal definition of representative democracy and put it on the board or overhead for reference (a form of government in which the citizens delegate authority to elected representatives).

2. Do the same for bicameralism (composed of or based on two legislative chambers or branches).

3. Divide class into 12 groups or states, giving each group a population number that represents its “votes” in any issues to be discussed. Here are the groups/states and their numbers:

   1. Connecticut — 238,000
   2. Delaware — 59,000
   3. Georgia — 83,000
   4. Maryland — 320,000
   5. Massachusetts — 379,000
   6. New Hampshire — 142,000
   7. New Jersey — 184,000
   8. New York — 340,000
   9. North Carolina — 394,000
   10. Pennsylvania — 434,000
   11. South Carolina — 249,000
   12. Virginia — 692,000

4. Have the groups (or states) discuss and then vote on any issue. The topic can be whether trade should be established with France or whether pizza will be served for lunch. The point is that students see that the more populated states hold the power. Make the issue something the states might care about — for example, vote on whether each state should be responsible for a completely equal amount of tax revenue to be paid to the central government despite the population or financial resources of that particular state. They could vote on whether each individual state should be responsible for maintaining its own army. Discuss whether this form of voting is fair. Which states are most vulnerable? Put conclusions on the board for reference.

5. Now give each group/state only two votes, despite size or population. Hold the same discussions and see if the outcome of the votes changes. Discuss whether this form of voting is fair. Which states are most vulnerable? Compare with earlier conclusions.

6. Have the six more heavily populated groups/states do some quick research on the Virginia Plan proposed at the Convention. The six less heavily populated groups/ states should do the same, only on the New Jersey plan. Have them report their findings as a class. (Students can go to http://www.WesternReservePublicMedia.org/constitution to access a hotlist page for information on these topics.)

7. Now have students read Article I, Sections 1, 2 and 3 of the Constitution. Using what they already know and the information directly from the Constitution, have them explain the compromise that was reached.

8. Go back to the definitions of bicameralism and representative democracy and discuss the definitions again. Randomly question the class to gauge comprehension.

Evaluation
Allow students to divide up into small groups. Give them the current populations of the 50 states. Then ask each group to suggest one difference that would exist in our nation today if we didn’t have two houses and didn’t have representative democracy — if instead, we voted solely by population counts. Allow time for brainstorming and discussion. If students need help, you can use the following example: What would happen if Congress were discussing a bill that would make Spanish a mandatory class in kindergarten through grade 12? Consider that California, a state in which many people speak Spanish, has a population of almost 34 million and Wyoming has a population of 500,000.

Note: Current state populations may be found at http://www.enchantedlearning.com/usa/states/population.shtml.