Procedures

• Set Up

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos and articles in the lesson along with the related graphic organizer and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  Resource: Jigsaw Activity (Google Slides).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• Brainstorm

  Pose the following brainstorming questions to your students: "What does the phrase “one person, one vote” mean?" Have students record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

• Introduction Clip

  Play this introductory video clip (3:36) for your students. Direct your students to answer the following questions on their graphic organizer:

  • How many people live in the United States, and how are they represented in Congress?
  • What instrument determines redistricting numbers and how often does this process occur?
  • According to Dave Wasserman, what are the major population trends indicated by the 2020 Census?
  • Based on the clip, which political party/parties may benefit from this redistricting process? Why?
  • Which states are gaining/losing members of Congress?
  • What does Wasserman say about political polarization and the potential for gerrymandering?
  • What roles do geography and demographics play in redrawing district maps?

• Introduction Article

  Provide your students a copy of the Redistricting Criteria background article from the National Conference of State Legislatures (NCSL). Direct your students to answer the following questions on their graphic organizer:

  • What Constitutional requirements must states comply with during their redistricting processes?
  • What other laws guide the process?
  • Based on the article, what are the six traditional principles used to guide the process? What four emerging and future criteria exist?
  • Using the table, what criteria does your home state (or state of choice) use in Congressional redistricting?

• Vocabulary

  This lesson comes with a list of potentially unfamiliar vocabulary terms heard throughout each video clip and in each article. Have students define or describe each term or phrase in the vocabulary chart in the graphic organizer. Have students review the vocabulary terms and phrases before beginning the lesson and encourage students to reference the chart when they encounter an unfamiliar word in the video clips or articles. A potential extension to the use of the chart could be having your students define and present the terms in a Frayer's Model activity, where each student takes one-to-two words. Students can then post their models around the room for reference throughout the lesson.

• Application

  Have students access their jigsaw activities and graphic organizers. Students can select (or the teacher can assign) two states from the "Adding a District" and two states from the "Removing a District" sections for review. Direct students to watch each video/read each article independently or with a partner, for a total of four states. Students should prepare responses to the questions on their graphic organizers.

• Adding a District

  The following are the clips and articles used for the "Adding a District" section of the jigsaw activity:

  • Clip #2: Congressional Redistricting in Texas (4:48), James Barragán of the Texas Tribune talked about the redistricting process for U.S. House races in Texas beginning with the 2022 cycle.
  • Clip 3: Congressional Redistricting in Florida (6:09), Matt Dixon of Politico Florida talked about the redistricting process for U.S. House races in Florida beginning with the 2022 cycle.
  • Clip #4: Congressional Redistricting in Colorado (2:42), Dave Wasserman of The Cook Political Report and Bente Birkeland of Colorado Public Radio talked about the redistricting process for U.S. House races in Colorado beginning with the 2022 cycle.
  • Clip #5: Congressional Redistricting in Montana (4:57), Eric Dietrich of the Montana Free Press talked about the redistricting process for U.S. House races in Montana beginning with the 2022 cycle.
  • Article #1: Oregon lawmakers pass plans for new political maps, after Republicans end boycott (Oregon Public Broadcasting).
  • Article #2: As redistricting kicks off in NC, here’s what we’ve seen so far and what’s still to come (The Raleigh News & Observer).

• Removing a District

  The following are the clips and articles used for the "Removing a District" section of the jigsaw activity:

  • Clip #6: Congressional Redistricting in Michigan (5:51), Sergio Martinez-Beltran of Bridge Michigan talked about the redistricting process for U.S. House races in Michigan beginning with the 2022 cycle.
  • Clip #7: Congressional Redistricting in Pennsylvania (8:33), Sarah Anne Hughes of Spotlight PA newsroom talked about the redistricting process for U.S. House races in Pennsylvania beginning with the 2022 cycle.
  • Clip #8: Congressional Redistricting in New York (5:15), Joshua Solomon of the Albany Times Union talked about the redistricting process for U.S. House races in New York beginning with the 2022 cycle.
  • Clip #9: Congressional Redistricting in California (3:18), Sameea Kamal of Cal Matters talked about the redistricting process for U.S. House races in California beginning with the 2022 cycle.
  • Article #3: A guide to political redistricting in Illinois (The Chicago Tribune).
  • Article #4: Ohio is using a new process to draw state, congressional districts. Here's how it works (The Columbus Dispatch).
  • Article #5: Mountain State Spotlight explains: What to know as lawmakers redraw WV’s political maps (Mountain State Spotlight).

• Jigsaw Reflection

  As students finish their portion of the jigsaw activity, direct them to answer the following questions in their graphic organizer:

  • After studying your four states in the jigsaw activity, respond to the following three questions:
  • Which four states did you learn about?
  • What is one key takeaway from each state you studied?
  • What is one question you have from each state you studied?

• Closure

  After students have completed their four states and their jigsaw reflections, direct them to share their findings in small group or class discussion. During this process, students should fill in the responses to the questions for the other states. When the sharing and presentation process is complete, direct your students to respond to the following closure questions:

  • After listening to your classmates’ findings for their jigsaw activities, answer the following question:
  • What are five things you learned from your classmates’ presentations?
  • What similarities or differences did your classmates' states have from your states?
  • Were any of your questions answered and/or do you have any new questions?

• Exit Ticket

  Finally, have your students respond to this exit ticket before completing the lesson: Do states effectively ensure the principle of “one person, one vote?” How could the redistricting process be improved? Consider providing students continued access to the articles linked below and/or providing new access to the other related articles.

• OPTIONAL Extension

  You may consider engaging your students in the C-SPAN Classroom Deliberation: Should the Federal Government Regulate States’ Election Procedures?, which equips students to 1.) identify and explain aspects of the election regulation debate including its potential impact on voter turnout, election transparency, and voting equity, and 2.) evaluate arguments relating to election regulation and formulate an opinion on this question.

  Alternatively, you can have your students engage in comparative research. Have your students return to the introductory background article for this extension and direct your students to complete the following:

  • Choose a state from the table in the article that is not currently gaining or losing a Congressional seat.
  • Research this state’s policies and procedures for redistricting and whether or not they will be changing their maps this cycle.
  • Compare this state with one you researched in this lesson.
  • Prepare a presentation to share with the class.