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Representation & framing

Self-contained introduction

RepresentationFramingResearch methods

Representation, problem definition & political judgment

Name the Problem

The facts are in. What counts as a problem?

Take a seat in a citizens’ assembly. Turn a pattern into a public argument, defend your benchmark and answer a challenge. Leave with a poster and the reasoning behind it.

How it runsSolo simulation
Time to planAbout 50 min · allow time for reflection
What you producePublic poster plus separate reasoning/revision report
Just exploring Written notes optionalFor class Required responses

The same political choices in both routes. You can switch inside without starting over. For class asks you to complete any missing required responses. Save a report in either route; your instructor decides what to accept.

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Saving & submission →
A poster assembles a protest crowd, a public building and a pie chart into a question about what deserves attention.
POSSIBLE STATESTopic: Representation & framing

What you can explore

  • Distinguish an observed pattern from a political interpretation.
  • Make a democratic benchmark and unit of comparison explicit.
  • Respond to a challenge without concealing revision.

What the model leaves open

Reasonable interpretations can differ. Completion and a polished poster do not establish the quality of the argument.

AFTERWARD, THINK ABOUT

What value made this pattern a problem?

Teaching this activity Debrief, assessment & assignment draft

Bring it back to the room

  • What value made this pattern a problem?
  • Would another denominator change your public interpretation?

What to assess

Assess the evidence and benchmark behind the interpretation. Review the report as well as the poster.

Read the complete teaching guide →

Syllabus description, rubric & printable companion →

Make it an assignment.

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Syllabus description & discussion prompts
Syllabus description
Take a seat in a citizens’ assembly. Turn a pattern into a public argument, defend your benchmark and answer a challenge. Leave with a poster and the reasoning behind it. Students produce public poster plus separate reasoning/revision report.
Questions for a discussion board or class debrief
  1. What value made this pattern a problem?
  2. Would another denominator change your public interpretation?
Open printable teaching companion →