Government & Economics · 12th Grade

Active learning ideas

Congressional Redistricting & Gerrymandering

Active learning works well for this topic because redistricting and gerrymandering are abstract concepts best understood through concrete, hands-on experiences. Students need to see how line drawing creates real political outcomes, not just hear about it. When they move maps and debate outcomes, the stakes become visible and personal.

• Common Core State Standards
• C3: D2.Civ.2.9-12
• C3: D2.Geo.5.9-12

• 30–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 50 min · Individual

Simulation Game: The Redistricting Challenge

Give students a grid of 'voters' (Red and Blue). They must draw 5 districts. First, they must draw them to be 'fair.' Then, they must redraw them to ensure a 'Red' win, then a 'Blue' win, using the same data.

Should independent commissions replace state legislatures in drawing district lines?

Facilitation Tip

During the Redistricting Challenge, circulate with colored pencils and encourage students to explain their map choices aloud to uncover their reasoning.

What to look for

Provide students with a simplified map of a hypothetical state and census data. Ask them to draw two different congressional districts using either 'packing' or 'cracking' principles, then write one sentence explaining the intended political outcome of each drawing.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Think-Pair-Share
• 30 min · Pairs

Think-Pair-Share: Independent Commissions

Students read about states that use independent commissions vs. those where the legislature draws the lines. They discuss the pros and cons of taking the power away from politicians and the impact on 'safe' vs. 'competitive' seats.

How does gerrymandering contribute to political polarization?

What to look for

Pose the question: 'Given the historical and ongoing debates about gerrymandering, what is the most compelling argument for or against state legislatures retaining control over redistricting?' Facilitate a debate where students must support their claims with evidence from the lesson.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Gerrymander 'Art'

Display maps of the most oddly shaped districts in the US (e.g., the 'Goofy Kicking Donald Duck' district). Students must guess why the lines were drawn that way and what specific groups were being 'packed' or 'cracked.'

Can 'packing and cracking' be effectively regulated by the courts?

What to look for

On an index card, students should define 'gerrymandering' in their own words and then identify one specific consequence of this practice for either voters or elected officials.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should treat this topic as a case study in political power, not a dry civics lesson. Start with students’ lived experiences of representation, then build toward abstract concepts. Avoid getting bogged down in legal minutiae early; focus first on the human impact of district lines. Research shows that when students manipulate maps themselves, they retain concepts longer than through lecture alone.

Successful learning looks like students applying redistricting principles to real maps, identifying gerrymandering techniques in practice, and articulating the consequences for representation. They should move from confusion to clarity about how districts shape elections and governance. Evidence of understanding includes clear explanations of packing and cracking, not just memorization of definitions.

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Watch Out for These Misconceptions

• During the Redistricting Challenge, watch for students assuming gerrymandering is always illegal.

  Use the Rucho v. Common Cause case summary as a reference point during the simulation. After students draw maps, ask them to evaluate which ones would likely face legal challenges and why.

• During the Gallery Walk of Gerrymander 'Art', watch for students thinking redistricting only affects Congress.

  Have students identify examples of gerrymandered city council or school board districts in the gallery. Ask them to explain how local lines shape their daily lives.

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Methods used in this brief

• Simulation Game
• Think-Pair-Share
• Gallery Walk