| Summary/Abstract |
This article describes the design and implementation of a redistricting simulation in two classes at a large university. Simulations often include a high degree of abstraction and, as a result, may not inform and develop an understanding of how the world operates. We developed a binding-arbitration game, based on the New Jersey model of a bipartisan commission, in which groups of students used US Census data and a set of mandatory and discretionary criteria to design congressional districts in Louisiana as well as advocate for their plan at an open hearing. In so doing, they learned about the complexities of redistricting and were introduced to geographical information systems (GIS). The student-drawn maps, on average, were more compact and preserved a larger proportion of places and parishes in a single district than the legislature-drawn map. The article discusses other features of the students’ maps and concludes with comments on the general decision-game design.
|