Civics and Government · 30 minutes
Suggested grades 11–12 · Unit 2: Rights and Representation · Lesson 2 of 2
Compare Representation in Two Election Models
Examine how different procedures can answer different representation questions.
Mr. S Teaches · Original starter lesson · HS-CIV-04 · Grade range is planning guidance.Watch, notice, discuss
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Which voting system is the best? - Alex Gendler
By TED-Ed
Compare how voting rules can produce different outcomes from the same preferences.
Open on YouTube: Which voting system is the best? - Alex Gendler (opens a new tab) ↗Introduction: Crash Course U.S. Government and Politics
By CrashCourse
Broader civic-participation context; use the lesson’s numbers for the exact representation comparison.
Open on YouTube: Introduction: Crash Course U.S. Government and Politics (opens a new tab) ↗For “Compare Representation in Two Election Models,” what idea from the video helps with the lesson task, and what must still be checked in the supplied text, data or model?
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Learning objective
Apply two explicitly hypothetical voting rules and explain one tradeoff using the same ballot data.
Before you begin
- Compare counts and percentages; distinguish a model from current election law.
Gather your materials
- Paper or a note-taking document
- Pencil; the original lesson texts and records below
Language to know
- Plurality
- More votes than any other option, not necessarily more than half.
- Majority
- More than half of the relevant total.
- Electoral rule
- A stated procedure translating ballots into an outcome.
Understand the concept
Classroom model only:100 voters rank three project choices.42 rank A first,35 rank B first and 23 rank C first. Under Rule 1, the choice with the most first preferences wins. Under Rule 2, if no choice has more than 50 first preferences, remove the lowest and transfer its ballots to their next available choice; of C’s 23 ballots,18 next prefer B and 5 prefer A. The two rules use different information. This model does not describe every jurisdiction, turnout condition or real-world election requirement. Evaluating representation requires naming a criterion rather than declaring a procedure universally best from one example.
Teach it step by step
- Create a first-preference table and calculate the majority threshold.
- Apply Rule 1 and state whether its winner has a majority of all 100 first preferences.
- Apply Rule 2 using the supplied transfers and check that totals remain 100.
- Write a comparison connecting the numbers with a criterion such as first-choice strength or broader ranked support.
Make the thinking visible
Worked example or model response
“Rule 1 selects A with 42 first preferences, a plurality but not a majority. Rule 2 transfers C’s ballots, producing A 47 and B 53, so B passes 50. The model shows that different definitions of support can yield different winners; it does not establish a universal ranking of rules.”
Guided practice
Together explain why “A won 42%, so 58%must prefer B” is not supported by the first-preference table.
Independent practice
Create a before/after chart and a 150 word comparison. Explain the information used by each rule, preserve the total and name one question about real elections that this model omits.
Quick assessment
If the transfer preferences were unknown, could Rule 2’s final winner be determined from first choices alone?
Answer key & assessment criteria
Answers and teaching guidance
- Guided: The 58%includes B 35 and C 23; their full rankings cannot be inferred solely from first choices.
- Independent: Rule 1 A 42; Rule 2 A 47, B 53. Comparison distinguishes plurality/majority, applies the stated procedure accurately and identifies model limits.
- Quick check: Not necessarily. The missing next preferences could change the final totals, so more information is needed.
Look for: Rule 1 A 42; Rule 2 A 47, B 53. Comparison distinguishes plurality/majority, applies the stated procedure accurately and identifies model limits. Accept a different conclusion when it addresses the task and is supported by the supplied material.
Make it work for your learner
More support
Use 100 paper counters or a three-row table; trace transfers with labeled arrows rather than relying on color.
Extension challenge
Change the 18/5 transfer split while preserving 23 and determine the smallest B transfer needed for Bto exceed A.
Verified references · Selected contributions
Standards connections
Subject-content alignment not yet verified
Supporting literacy connections
These records apply to the specified reading, writing or communication task. They do not establish subject-content alignment.
Supporting Common Core literacy connection
RH.11-12.7
Common Core · Grades 11–12
Integrate numerical and procedural sources to analyze a civic question.
Read the official standard ↗The election is an explicitly hypothetical model, not a statement of current voting law. The activity establishes a literacy connection, not a civics-content crosswalk.
Verified 2026-11-04. Selected contribution, not full attainment.