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 in the lesson along with the related handouts 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: Vocabulary Chart (Google Doc)

  HANDOUT: Graphic Organizer (Google Doc)

  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.

• WARM-UP:

  Have students complete the vocabulary chart to familiarize themselves with the terms they will encounter in the videos in this lesson. This can be done for homework prior to beginning this lesson.

  Ask students to share what they know about redistricting, gerrymandering, and how it impacts federal and state elections to lay a foundation for this lesson.

• INTRODUCTION:

  View the following three video clips as a class and use the accompanying questions to guide discussion to establish an understanding of the history of gerrymandering and redistricting in the U.S. Students can also view the videos independently and respond to the questions that are in the handout and be prepared to participate in class discussion before moving on to the exploration.

  Video Clip 1: Elbridge Gerry (5:33)

  Nick Seabrook talked about Elbridge Gerry, gerrymandering, and the Massachusetts elections of 1812.

  • Who was Elbridge Gerry?

  • Explain the circumstances that occurred in the Massachusetts elections of 1812 that led to the term gerrymandering being associated with Elbridge Gerry as Nick Seabrook discussed.

  • How does he characterize Gerry's perspective on gerrymandering?

• Video Clip 2: George Burrington (4:32)

  Nick Seabrook discussed George Burrington and his role as the creator of gerrymandering in the U.S.

  Discuss George Burrington's role as creator of gerrymandering in North Carolina as Nick Seabrook explained.

• Video Clip 3: Evolution of Redistricting (4:36)

  Nick Seabrook explained how redistricting has evolved over time and the impact it can have.

  • Explain how the process of drawing district boundaries has evolved over time as Nick Seabrook discussed.

  • Why does he claim that redistricting is the "greatest threat to American representative democracy?"

  • Discuss the concerns he has in the present-day redistricting process.

• EXPLORATION:

  Have students choose at least three videos to view from the following collection to learn about each state's redistricting process. This can be completed individually or with a partner. Students should complete the chart on their handout to compare the process in each state.

  Video Clip 4: Michigan (3:10) (2022)

  Video Clip 5: Arizona (1:15) (2022)

  Video Clip 6: Florida (2:41) (2022)

  Video Clip 7: New York (2:21) (2022)

  Video Clip 8: Wisconsin (3:20) (2008, 2010, and 2012)

  After students complete the activity, engage in group discussion and create a class chart with the information students gleaned from the videos. Discuss the methods of redistricting that are presented and ask students to share their perspectives on whether they are fair or unfair as Nick Seabrook suggested.

• CONCLUSION:

  View the following video clip as a class and use the accompanying question to guide discussion.

  Video Clip 9: How Can We Improve the Redistricting Process? (3:17)

  • Explain the redistricting procedures that Nick Seabrook claimed would be beneficial to the process.

• REFLECTION:

  Ask students to consider the information they learned through viewing the videos in this lesson and class discussion, and respond to the following prompt:

  • Nick Seabrook summarizes the message from his research by saying that, “Voters should choose their politicians; politicians should not choose their voters.” Do you agree or disagree? Cite examples from the videos you viewed and your notes and offer your own solutions to the issue of redistricting.

• EXTENSION ACTIVITY:

  Students can choose one of the following activities to complete as an extension of this lesson:

  Nation Conference of State Legislatures

  Have students research the rules and process for redistricting in their state and report their findings. They can also compare them to another state of their choosing.

  Practice creating your own maps using Districtr and share your version with your class.