Congressional Redistricting and Gerrymandering

Congress and a Representative Democracy

To teach about congressional redistricting and the Supreme Court cases that dealt with apportionment in the 1960s, I wanted to do something interactive and entertaining. This subject can be pretty dry for a Monday morning after a three day weekend, so I included a simulation, videos, class discussion, and some of my own beautiful illustrations. 

Because of the long weekend, students did a quick review before we started:

We reviewed key vocabulary and then students watched a quick video about mapmaking. In groups they answered the question, "How do you think a mapmaker could have more control or influence over an election than voters?"

After a brief discussion, we started the simulation. Some students were rural farmers and some were city-dwellers. Others served as the representatives for congressional districts.

Beautiful illustrations here:

A video of the simulation can be found here:

Teaching Congressional Redistricting

The simulation, of course, did not fully explain the problems of redistricting, and the students still had many questions. The Constitution Project and the Annenberg Institute have wonderful resources for teaching about government, so I turned to them for an expect documentary about congressional redistricting and the court cases that have interpreted the laws. We paused periodically throughout the video for emphasis and clarification.


The link to the video can be found here:

One Person One Vote Video 

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After a few breaks, we turned to the subject of gerrymandering, which naturally builds on the concept of congressional redistricting. 

We watched the trailer for the documentary "Gerrymandering" and viewed maps of the gerrymandered District 3 in Florida that extends over NINE counties! We also read an article from the Orlando Sentinel about District 3, which I think really hit home with the students that gerrymandering impacts communities close to them, and it is something worthy to discuss. The students were pretty amazed with the concepts of "packing" and "cracking," and it was so great to listen to their discussion, which evolved into arguments over school districts and racial discrimination. 

Here is a quick video about District 3:

and a link to the 

Gerrymandering Documentary Trailer

To close out both lessons about congressional districts, students created a "public service announcement" in the form of a skit or a poster. They could choose to raise awareness about either gerrymandering or congressional redistricting. Here are a few posters and a very dramatic skit:

Gerrymandering Dramatically Explained...

The Military Industrial Complex

Decision Making in a Representative Democracy

As part of a larger discussion about the roles and power of Congress, I wanted to discuss how the military industrial complex impacts decision making in Washington and how it impacts a representative democracy. 

To start the lesson I presented the essential question: 

What is the military industrial complex and how does it impact a representative democracy?

I asked the class to analyze a political cartoon that concerned the military industrial complex at first as a whole class and then in groups. I didn't want to define the military-industrial complex for them; I wanted them to make predictions and put the pieces together. In fact, I wanted them to be unsure so that as the lesson continued they would pay closer attention so they could figure out what exactly the military-industrial complex is.

Here are the two cartoons we analyzed: 

Watch Part 1 of the Lesson

Watch Discussion of Cartoon #2

Next students read Dwight Eisenhower's farewell address to the nation in which he warns against the growing influence of the military-industrial complex. As they read in groups I asked them to focus on his warning and why it was a problem. 

Watch Part 3: Discussion of Eisenhower's Speech

After our cupcake break I think we all got a bit more excited about the military industrial complex (myself included):

Watch Part 4 of the Lesson

If you'd like to check out the film here is the link:

Link to the "Why We Fight" Website

After analyzing cartoons, reading Eisenhower's speech, watching clips from "Why We Fight," and discussing with the class, the students worked with a partner to create a movie poster/advertisement about the military-industrial complex. They had to come up with a movie title, descriptive language/reviews of the film, and use four facts about the military-industrial complex. They came up with really creative posters and titles. 

Here are some:

(Get it, the "MIC"??)

First Day of Class: Chalk Talk and Drawings

Chalk Talk:

Thinking about sitting in the same classroom for 7 hours a day can be pretty daunting, so on the first day of summer school I wanted my class to be immediately engaged. I put a huge chart paper on each table with a question related to American government and asked them to answer the question at every table silently, an activity I've heard called "Chalk Talk." They could just answer the question or they could respond to someone else's comment by drawing a line to connect the ideas. 

We used their silent discussions on the charts to facilitate a fantastic group discussion--almost every student in the class participated heartily because they had already formed an opinion on every topic we discussed. It was a great way to get to know the students and gauge their interest in government, and I think it was essential in creating an environment where different ideas and perspectives are welcomed. 

Here are some of the charts:

They specify "AM" and "PM" so later in the day the students could amend their answer if what we discussed changed their opinion. We actually never got back to revising those answers on paper, which is something I would be sure to do in the future.

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I also had the students draw what came to mind when they thought of government, so I could really see their perspective. Here are a few of those drawings:

Color/Symbol/Image Activity

Colors and the Constitutional Convention

I've been reading the book Making Thinking Visible which has really been inspiring my classroom activities lately. Actually, the book is what encouraged me to start a blog in the first place. The authors argue that documenting thinking as it occurs in the classroom can actually facilitate more thinking, as students can look back and see how their thoughts developed over time. I love this idea, and I love the idea of actually making our thinking visible and connecting our thoughts from the concrete to the abstract. That's why I loved this activity--CSI for short--because it can take an historical event like the Constitutional Convention and encourage students to think abstractly. 

My adaptation of the CSI activity required that students first outline a section of the textbook on a poster (working in groups). After the groups finished the posters, other groups walked around the room to gather the information for their notes. Rather than just gathering information and moving on, I wanted students to really think about the material on the posters. At each table the students took a square of paper and represented the information on the poster with a color. They briefly explained their thinking underneath. Some of the responses were really interesting! 

(Drafting the Constitution)

 

(Meeting place of the Constitutional Convention)

(Drafting the Constitution)

(Anti-Federalists and Federalists)

(Three-Fifths Compromise)

(Connecticut Compromise)

I love this activity and I loved reading all of the responses. 

Welcome to Government!

Welcome to American Government at Harrison School of the Arts Summer Academy!

I call this blog a crash course in American Government because it really is. The students at Harrison spend seven hours a day for nine days in my government class earning credits so they can clear their schedules for more art/music/dance classes during the school year. Their dedication is so impressive! 

The long days require lots of movement, activities, and humor. I tend to take a democratic approach to this course and allow the students to choose from a variety of activities to prove that they've learned material. Rather than a formal test, we might do team trivia. Rather than reading or outlining a chapter, the students might perform charades or play pictionary, acting out and drawing the main concepts of the chapter. Because these are students at an art school, many have special talents. I try to allow them to put those talents to work. If they are theater students, they are welcome to act out a skit. If they are visual art students, they may create a poster instead. 

Because we are together for so many hours in the day, the lessons can change based on the mood of the class. If I've had something planned that requires students to work independently, but I see that the energy level is down, I might change the activity to bring the engagement level back up. It is a fluid process everyday, as the students and I navigate our seven hours together. 

Unlike my other blog, "The Best of Boone," this blog is not necessarily for the students or parents. As I've recorded myself teaching, I've noticed various things I need to improve on and many things I am proud of. As a result, this is a professional record for me--activities I like and even those I dislike. 

If you're viewing this blog, I hope you enjoy my summer school journey!