The Demand for Change: Federal Intervention and the 1965 Constitutional Convention

• How did the Fourteenth Amendment impact the balance of power and the states’ authority over their citizens?
• What role did the U.S. Supreme Court play in forcing Connecticut to reconsider its system of representation?
• Why was Connecticut required to change its constitution?
• Why was the Constitutional Convention of 1965 an “event of historical significance”?

1. Share the transcription of the Fourteenth Amendment with students, highlighting the language in Section 1: “No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” How did the Fourteenth Amendment impact the balance of power and the states’ authority over their citizens? How does this clause establish the principle of “one person, one vote”?
2. Divide the students into two groups. Students will read two speeches that emphasize the state’s democratic history and the responsibility of the delegates to fairly represent the people. Governor Dempsey focuses on Connecticut’s historic role in democracy and the necessity of change, while Chairman Baldwin highlights the weight of responsibility and the importance of nonpartisan action. One group will read Governor Dempsey’s excerpted remarks and the other will read Chairman Baldwin’s.
   • Ask both groups to consider the following questions as they read:
     1. What role did the U.S. Supreme Court play in forcing Connecticut to reconsider its system of representation?
     2. Why was Connecticut required to change its constitution?
     3. Why was the Constitutional Convention of 1965 an “event of historical significance”?
     4. What is the tone of the speaker? How do they attempt to unite their audience?
     5. What arguments are being posed? What issues seem to be of greatest concern to the speaker?
3. Reconvene as a large group and have students share the answers they found to the previous questions.
   • Consider posing the following questions to further discussion:
     1. What stands out to you about what you read?
     2. Both speakers mention the responsibility of the delegates to serve “all of the people.” What are some challenges in ensuring that constitutional changes benefit everyone rather than specific groups?
     3. Governor Dempsey references Thomas Hooker’s idea that “the foundation of authority is laid firstly in the free consent of the people.” How does this principle relate to the need for constitutional reform in 1965?
     4. Chairman Baldwin argues that a constitution should be stable and not frequently changed. Why do you think he emphasizes this point? Do you agree that constitutions should change only rarely?
     5. How do both speakers encourage members of the convention to work together for a greater good? Why might this bipartisan cooperation be significant?

Assessment Option 1: Debate/Mock Convention

Students will analyze historical perspectives on democracy by engaging in a debate on legislative representation in Connecticut. Through role-playing key stakeholders, they will evaluate differing views on democratic representation, federal mandates, and state governance. By the end of the activity, students will be able to explain how historical context, geography, and population shifts influenced debates on representation and assess how these debates reflect broader democratic principles.

1. Divide students into different groups representing key stakeholders. Groups may choose to represent one specific town/city and research that town’s history/population, or individuals may choose to represent different towns. (If students completed the first lesson, The Uneven Playing Field: Connecticut’s Representation Before 1965, they can refer to their prior knowledge/research of Connecticut towns vs. cities.) Students could even play different roles such as Governor Dempsey or Chairman Baldwin.
   • Small-Town Legislators (Against Change) – Argue for maintaining equal town representation.
   • Urban Leaders (For Change) – Push for population-based representation.
   • Consider adding these additional roles if you have a larger class or want opportunities for differentiation:
     • Governor & Legal Experts – Explain federal mandates and Supreme Court decisions.
     • Voting Rights Advocates– Emphasize fairness and equal representation.
     • Press & Observers– Report on the debate and interview participants.

2. Groups should review the original provided documents and any notes from their class discussions, and then identify at least three specific arguments for their sides, as well as any potential counter-arguments. As they research their specific towns/cities, they should consider geography/location, population over time, demographics, natural resources, industry/manufacturing, and other factors. Why might these factors influence how a town/city would want to be represented? What would be the fairest system of representation, and why?

3. Arrange the classroom like a convention hall with seating for different groups. Have a designated moderator (teacher or student) to keep order, and provide placards or signs for each group to identify themselves.
   • Introductions: Each group introduces themselves and gives a brief overview of the town/city they are representing.
   • Opening Statements: Each group shares their arguments either for or against changing the system of representation and propose alternatives. Other groups should take notes as they present.
   • Debate and Negotiation: Groups have the opportunity to pose any clarifying questions, ask for more information, or address any counter-arguments.
   • Resolution Drafting & Voting: The class votes on the final proposal.

4. Come together as a class to discuss the experience. What arguments were most convincing? How did historical context shape the debate? What would happen if this decision had gone differently in history?

Assessment Option 2: Student Government Reform

Students will connect the principles of fair representation to the structure of student government and advocate for change in their schools.

1. Review how representation changed after the 1965 Constitution to follow the “one person, one vote” principle. Start a class discussion around the following questions. Students can be in one large group or smaller groups.
   • How is student government structured at your school (elected representatives per grade, club-based representation, etc.)?
   • What decisions does your student government make? 
   • Do larger grades or clubs get more votes? Is representation equal or based on population?
   • How might this structure compare to Connecticut’s system of representation?
   • What different groups might want their voice heard? How might their needs or interests differ? (ex: grade levels, athletic teams, international students, clubs, etc.)
   • Is the current system fair? Why or why not?
   • What might a potential new structure be?
   • Is there a “perfect” way to distribute power fairly?
2. Students can craft a proposal to their principal or student government advisor advocating for the new structure and arguing the reasons why it would benefit the student body.

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