Plans for Chapter 14
                             Apportionment

Chapter Objectives:  Learn some of the methods of apportionment (at least 
Hamilton's, Jefferson's, Adams', and Webster's methods should be discussed), 
and understand how the variety of contexts in which apportionment applies.  
Become aware of the paradoxes in the various methods of apportionment.  
Optionally, ranking functions, and the Hill-Huntington and Dean methods of 
apportionment can be covered if time is in abundance.

Day 1:
     Summarize the ideas in apportionment, using the example of allocating
     teaching assistants (tables 14.2, 14.3 on p. 534).  Explain the 
     generalized use of states, population and house size. Define upper and 
     lower quotas and Hamilton's method.  Talk about the Alabama paradox.

     Assignment: Read pages 527-535 (to divisor methods), do page 553 #1, 2.
     Remind students to bring pocket calculators to class every day for the 
     rest of the semester.

Day 2:
     Introduce the idea of divisor methods and the various ways of rounding. 
     Have the class apply it to the data from Table 14.5.  You can use a 
     computer spread sheet to do some quick computations for a demonstration of 
     what happens when various divisors are selected, although you should 
     emphasize that small problems can be done easily with a calculator.  Where 
     many students panic is over the absence of an obvious choice for the 
     correct divisor.  You should either talk about selecting a divisor using 
     intelligent trial and error, or talk about calculating transition values 
     for the divisor.

     Assignment: read pages 535-550, do page 554-558 #6, 29

Day 3:
     Summarize and review the concepts related to the apportionment paradoxes
     mentioned in the text Give examples of violations of as many of these as 
     time allows.  At a minimum, discuss the population paradox and the Alabama 
     paradox in this regard.