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.T he simplification of complex topics often is used as a tool in instruction. The game of chess, for example, is a simplification designed to simulate a battlefield. However, the game of chess also incorporates a high degree of abstraction, which dilutes the ability of the game to convey real-world experience to its players. We designed a realistic simulation of redistricting-a topic marked by complexity-for our classes at a large university. We report on the outcome of this "decision-game" simulation and comment on the feasibility of these games for further development as a teaching tool.Playing a redistricting decision game in our classes constituted something of an experiment. Would the students be able to design credible districts using real data? Would they learn valuable insights in the process? Would they enjoy it? Is the experiment replicable; that is, can the game be played outside of the special conditions of our two classes? Would the students be able to use GIS software to project the maps they had designed? As reported in this article, these questions have broadly positive answers, suggesting additional exploration.Louisiana has several appealing characteristics for the purposes of our simulation. The state has six congressional districts, which we believed balanced the complexity of drawing a statewide map without overwhelming students who are approaching the subject of redistricting for the first time. All of the places and parishes in the state had less population than the ideal for a congressional district. Thus, no political subdivision in the state was required to be split into multiple congressional districts to satisfy the mandatory population-equality criteria. According to 2010 US Census data, about 31.8% of the state population is black (the total nonwhite population is about 39.7%). This provided a context for students to balance descriptive and substantive representation in the context of congressional redistricting (Canon 1999;Lublin 1997). Ideally, it should be possible to draw two districts with a nonwhite majorit...