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Mathematics educators and researches have recommended that pre-service secondary mathematics teachers (PSTs) need opportunities both to engage in rich mathematical modeling and also to examine issues of social justice and equity. This poster describes a model-eliciting activity which aims to engage PSTs in mathematizing and modeling the social justice issue of gerrymandering. In the activity, PSTs are given a variety of data (including printed maps as well as the area and perimeter of congressional districts) and challenged to construct a mathematical model of “compactness.” PSTs must iteratively refine their model to rank congressional districts from most to least compact. This model-eliciting activity draws on geometric topics including a consideration of area, perimeter, scale, and attributes of shapes, while simultaneously provoking PSTs to reflect on the use of mathematics to inform public policy and positively transform our world.