Demography is fundamental to democracy in America. The American system of democracy is a representative government based on leaders who are authorized to make decisions on behalf of the people by winning a competitive struggle for the popular vote. The Constitution of the United States declared that the number of representatives from each state to the House of Representatives is based on the size of each state's population. This decision called for a national census to count the number of people in each state. Demography determines the distribution of political power in America.
Therefore, the U.S. decennial census is a necessary element of our democracy. After each census, the number of Representatives each state has in Congress is reassigned, or reapportioned. At the same time, the territory of the congressional districts must be redrawn to accommodate the population change within the states. Redistricting involves creating new voting areas from which people elect members of the U.S. House of Representatives, a state legislature, a county or city council, a school board, etc.
The following activities provide students with an understanding of population as an essential tool of good citizenship. Students will look at how population size influences political balance in Congress and the process of drawing new districts.
Grade Level: 9-12
Time Required: 2-3 class periods
Standards Addressed: Geography standard #5 that people create regions to interpret Earth's complexity; #9 the characteristics, distribution, and migration of human populations on Earth's surface; #12 the processes, patterns, and functions of human settlements; and #18 how to apply geography to interpret the present and plan for the future
Skills and Objectives:
- Ask geographic questions about the role population trends play in our government
- Organize geographic information by looking at the demographic characteristics of states and congressional districts
- Analyze geographic information about reapportionment and redistricting
- Answer geographic questions about demographics and demography
Vocabulary: demography, democracy, diversity, representation, reapportionment, redistricting, gerrymandering, majority-minority district
Materials:
- Atlas
- Copies of United States Outline Map (PDF: 28KB)
- Copies of Table 1: 2000 Population and Number of Representatives, by State
- Copies of Worksheet 1: Calculating States Average Congressional District Size (PDF: 39KB)
- Copies of Worksheet 2: State Districting Profile (PDF: 103KB)
- Copies of Worksheet 3: Drawing Districts (PDF: 31KB)
The Learning Activity
Background: Depending on the students' knowledge, you may need to review elements of American government including concepts of representative democracy and the establishment of the House of Representatives. This activity should be used in conjunction with other lessons about the 2000 Census. You may need to review background information on the U.S. decennial Census.
Introducing the Activity: Begin discussion by asking students why it is important and necessary to conduct a national census every ten years. Explain that representative democracy depends on knowing the population counts for each state. Discuss how our democracy functions and the role of statistical data.
Executing the Activity:
- Reapportionment
- Define and discuss reapportionment: Reapportionment refers to the redistribution of seats in the U.S. House of Representatives on the basis of the most recent decennial census.
- With this process, there is a shift in congressional seats among the states. Distribute copies of Table 1: 2000 Population and Number of Representatives, by State. Have students identify the number of states that added congressional seats (eight) and the number of states that subtracted congressional seats (ten) according to the column on "Change for 1990 Census Apportionment."
- Divide students into groups of four. Have each group create two choropleth maps using the blank US outline map; A choropleth map uses colors to illustrate variability among areas with respect to a particular variable. A pair within each group creates either (1) a map showing losses and gains in congressional seats or (2) a map showing the variation in the total number of representatives (i.e., population size variability).
The map on gains and losses can use the following categories:
- The map on total number of representatives:
- Gain of 2 seats: blue
- Gain of 1 seat: green
- No change: white
- Loss of 1 seat: orange
- Loss of 2 seats: red
- 1 to 3: white
- 4 to 10: yellow
- 11 to 19: orange
- 20 or more: red
- In small groups, have students compare their maps and discuss the impact of such changes in congressional seats and identify which states have more representation in Congress (i.e., states with large populations).
2. Redistricting
- Define and discuss redistricting: Redistricting is the process of revising the geographic boundaries of areas from which people elect representatives to U.S. Congress, a state legislature, a county or city council, or a school board. Each area is designated by law to be as equal in population as possible.
- Provide each student with Worksheet 1: Calculating States Average Congressional District Size. As a class, calculate the average congressional district size for your state (number of resident population divided by the number of representatives). For practice with math skills, divide the remaining states among the class to calculate the average population size. Note that states with only one representative have districts at-large.
3. A Closer Look
- Provide students with a copy of the Worksheet 2: State Districting Profile. The profile provides students with an opportunity to look at the following characteristics for their state: apportionment, demographic basics, redistricting, and district/county. Have students complete each section in order, pausing between sections to reiterate the concepts of reapportionment and redistricting and of demography and democracy discussed earlier.
- Apportionment: Students can find the answers to this section by using Table 1: 2000 Population and Number of Representatives, by State.
- Demographic Basics: Have students identify the voting age population in their state as well as the racial and ethnic breakdown. This information can be found several places on the Census Bureau's website (www.census.gov). The most useful are the general demographic profiles: www.census.gov/prod/cen2000/index.html. You may choose to provide each student with a copy of the state profile sheet.
- Redistricting: Identify the criteria your state uses in creating Congressional districts. This information can be found on state redistricting sites (www.ncsl.org/programs/legman/ elect/statesites.htm). Or you can use redistricting information found at www.fairvote.org. While all states must use population equality, emphasis is placed on different principles and some states prohibit certain criteria. Define for students the "traditional districting principles": contiguity, compactness, integrity of political units, and community of interest.
- District/county: Complete a profile for the congressional district where you live. (For states with one representative, the district is at-large. These students can choose to profile their county instead). Again, this information can be found on the Census Bureau's website.
- Map: Finally, have students locate a map of their district (or county) and examine the characteristics of the voting community. What type of area does your congressman or woman represent? Examine the number of schools, major transportation routes, waterways, parks, etc. All these characteristics are considered when boundary lines are drawn. While responsibility for drawing district boundaries is left to the legislature in most states, some of these states also provide an outlet for public opinion. Discuss with students what information should be the most important to consider when drawing boundaries. Have them rank these on the profile sheet. Students can also include some of their own criteria.
4. Drawing New Districts
- Define and discuss gerrymandering: Gerrymandering is a deliberate and arbitrary distortion of district boundaries. Have students look up whether or not their state has any irregularly shaped districts (see site on redistricting background information: www.fairvote.org). Discuss reasons why this district might have been drawn this way.
- Racial data are used in the redistricting process to determine the legitimacy of district boundaries. After district boundaries are drawn according to traditional districting principles, racial data can be examined to determine whether a majority-minority district has been drawn.
- Define and discuss redistricting: Redistricting is the process of revising the geographic boundaries of areas from which people elect representatives to U.S. Congress, a state legislature, a county or city council, or a school board. Each area is designated by law to be as equal in population as possible.
- Each student will receive a copy of Worksheet 3: Drawing Districts. This worksheet represents a fictional geographic area that uses 30 building blocks to form voting districts. The population is 3,600,000 people. There are 6 districts. Remind students how the population size of each district is determined. What is the ideal population size for each district? [Total population/number of districts = 3,600,000/6 = 600,000]
- Divide students into groups. Using the population distribution given within each of the 30 blocks, have each group come up with boundaries for each of the six districts. Students can color in the blocks to represent each district. Students should use the following criteria when building districts:
- Populations of equal size. As close to the ideal of 600 thousand as possible. Note the building block population is given in thousands.
- Contiguity. Each district must have blocks that are touching and cannot be diagonal.
- Compactness. Irregularly shaped districts should be avoided.
- Discuss with students whether following these rules was difficult. Was some criteria sacrificed for the sake of the others?
- After the districts are drawn on the population worksheet, have students transfer the same boundaries onto the minority population sheet. Calculate the percent minority for each district. Are their some districts with an uneven distribution? These numbers could represent political parties or other interest groups. Discuss the consequence of drawing boundaries. Would boundaries be drawn differently if these numbers were taken into consideration before drawing the district boundaries?
Conclusion: How does demography relate to democracy in America? Have students write an essay on this topic citing concrete examples from redistricting plans in their state. Essays should include reports on the progress of redistricting and summaries of the issues.
Extensions:
- Have students collect articles on redistricting issues in their state.
- Have students detail the characteristics of the congressional district they live in and contact their representative with their concerns.
- Have student explore different redistricting techniques for the state legislature or school districts.