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 Chapter 9 Elections, Campaigns, and Voting

American Democracy Now

Chapter 9: Elections, Campaigns, and Voting

Chapter Summary:
Political participation in elections constitutes the essence of democracy for most citizens. After
many years of declining participation, recent elections are experiencing renewed interest. The
question persists, however, whether this increased interest among citizens, most notably young
voters, will result in the goal most seek: change via legislative accomplishment. This chapter’s
material enlightens students regarding the realm of democracy in practice, through the following
topics:

• Civic engagement and political participation in the U.S. electoral process

• The types of elections in the United States
• Voting and ballot types and their effect on election outcomes
• Campaigning, in particular considering how the choice to run for office is made and how
campaigns are conducted
• The nature of political campaigns today and their use of political consultants and media
• The effect of money on politics, the efforts to curtail the influence of money, and the
emergence of super PACs
• The stages of a presidential campaign
• Voter demographics and factors in voter participation
• How voters decide for whom to vote
• The causes and consequences of nonvoting

Chapter Learning Objectives:

Having studied this chapter, students should be able to do each of the following:

1. Define the various types of elections in the United States.

2. Describe the various types of ballots.
3. Discuss the eligibility requirements for running for office.
4. Discuss the nature of political campaigns today.
5. Describe the key efforts to regulate campaign finance.
6. Describe the process of presidential elections.
7. Describe the effects of demographics on voting turnout.
8. Explain the factors that contribute to nonvoting.

Harrison: American Democracy Now, 4e IM–9 | 1

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
 Chapter 9 Elections, Campaigns, and Voting

Chapter Outline:
I. Political Participation: Engaging Individuals, Shaping Polities
II. Elections in the United States
a. Nominations and Primary Elections
i. Types of Primary Elections
ii. Presidential Primaries
b. General Elections
c. Referendum, Initiative, and Recall
III. The Act of Voting
a. The 2000 Election and Its Impact
b. Types of Ballots
c. Why Ballot Design Matters
d. Voting by Mail
IV. Running for Office: The Choice to Run
a. Formal Eligibility Requirements
b. Informal Eligibility Requirements
V. The Nature of Political Campaigns Today
a. The Professionalization of Political Campaigns
b. Media and New Technologies: Transforming Political Campaigns
c. Revolutionizing the Campaign: New Technologies
VI. Money and Politics
a. Early Efforts to Regulate Campaign Finance
b. The Court Weighs In: Money = Speech
c. The Growth of PACs
d. Independent Expenditures
e. The Bipartisan Campaign Finance Reform Act of 2002
f. Circumventing the Rules: 527s and 501(c)4s
g. The Court Weighs in (Again): The Birth of Super PACs
VII. Presidential Campaigns
a. Party Conventions and the General Election Campaign
b. The Electoral College
VIII. Who Votes? Factors in Voter Participation
a. Education Level—the Number One Predictor of Voting
b. The Age Factor
c. Race and Voter Participation
d. Income—a Reliable Predictor of Voting
e. Party Competitiveness and Voter Turnout
IX. How Voters Decide
a. Major Factors in Voter Decision Making
b. Campaign Influences on Voter Choice
X. Why Some People Do Not Vote
a. Lack of Efficacy
b. Voter Fatigue and Negative Campaigns
c. The Structure of Elections

Harrison: American Democracy Now, 4e IM–9 | 2

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
 Chapter 9 Elections, Campaigns, and Voting

d. The Rational Abstention Thesis

e. The Consequences of Nonvoting

Complementary Lecture Topics:

• Even in a presidential election, only about half of the eligible adults exercise their right to
vote. What are the consequences of a low voter turnout? Does it have any possible
benefits?

• How would policies and leaders change in America if the poorer segments of society
would become politically mobilized and begin to vote in large numbers?

• The United States was born from a revolution and many historical changes were
instituted through protest politics (e.g., women’s suffrage and civil rights). Yet, the large
majority of Americans disapprove of political protests and demonstrations as a form of
participation. Why is this the case? What are the implications of this attitude for fringe
groups in the political system?

• Why is voter turnout higher in countries where political conflict is organized along class
lines than in the United States, where it is focused on rival candidates with similar
agendas? Discuss this pattern as a larger explanation for the nature of American politics.

• Other nations have mandatory voting laws. Can such provisions be instituted in the
United States, and what effects would they have, especially on policy making?

Class Discussion Topics:

• One of the biggest challenges facing the political system today is increasing voter
turnout. Ask the students to debate the merits of alternative voting systems such as
mandatory voting. Encourage students to discuss whether a mandatory system increases
the level of civic and political commitment of citizens who currently choose to abstain
from voting.

• What does the current growth of movements such as the Tea Party suggest about popular
frustration with the existing political structure? Ask students to discuss their own views
on the role of voting rights in the United States political system as forces for populist
political and constitutional change.

Harrison: American Democracy Now, 4e IM–9 | 3

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
 Chapter 9 Elections, Campaigns, and Voting

Chapter Activities:
I. THEN, NOW, NEXT Discussion Activity
Participants: entire class in small-group or large-group discussion
Time: 10–15 minutes

Directions
Utilize the “Then, Now, Next” questions from the beginning of the chapter as a basis for
class discussion.
• Then—Political party-dominated campaigns and grassroots activism were deciding
factors in how people voted.
• Now—Candidate-centered campaigns rely on paid professionals to shape and spin a
candidate’s message—and on costly media buys to disseminate it.
• Next—
▪ How will new technologies drive how people vote and how campaigns are
run?
▪ How will changes in the campaign finance system, including the advent of
super PACs, affect how campaigns are waged?
▪ How will the new campaign environment affect the diversity of candidates
willing to seek public office?

II. Cri-Think Team Activity

Participants: entire class in pairs
Time: 6 minutes

What to Do
Students will engage in a mini debate. Taking ONE of the prompts below, one student will
argue the pro position and one student will argue the con position. (In order to save time in
choosing, you may simply designate the person whose last name comes first alphabetically
to the pro position and the other student to the con position.) Students will each have two
minutes to state their side, and one minute each for rebuttal.

Suggested Prompts
• Should elections be solely publicly funded?
• Are there justifiable reasons for being a nonvoter (as opposed to simply missing one
election)?
• Should the United States move to a national primary?

III. Peer Quiz Activity

Participants: 2-person teams
Time: 20-30 minutes

What to Expect

Harrison: American Democracy Now, 4e IM–9 | 4

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
 Chapter 9 Elections, Campaigns, and Voting

This easy activity allows the students to participate in groups as they review and test
themselves on the content of the chapter. They will also provide each other with
constructive and positive feedback for enhanced exam performance.

What Students Will Learn

In this activity, instructors help students exercise effective study skills for important
examinations based on textbook material. The students become familiarized with textbook
material and/or exam material. This activity can be done at the end of a lecture to determine
comprehension.

What to Do
Have students use the review section at the end of the chapter to increase their
understanding of the material and to prepare for upcoming examinations.
• Have students divide the “Key Terms” evenly and take turns explaining the concepts
to the other members of the group. Group members are encouraged to ask questions
of the speaker to further test depth of knowledge.
• Have students take turns leading the group through each of the “For Review”
questions. Each student can then try to come up with one additional question that they
believe could be a plausible test question.
• Have students independently take the “Practice Quiz” at the chapter’s end. Instruct
students to review their answers and ask group members to explain the correct answer
to any question that was missed.

IV. Blog/Forum Activity

Participants: entire class
Time: 15 minutes initial set-up; 20 minutes for students outside class time

You will need to spend approximately 15 minutes on initial set-up, using the blog platform
or forum of your choice. Each student will then spend approximately 20 minutes outside of
the classroom, reading and responding to postings by class members.

What to Do
Brief students on the topic to be discussed on the Internet forum. Then ask students to visit
the discussion site and respond to the question posed. Students may also be asked to visit
the discussion a second time to comment again, based on the thread of the conversation
generated by the rest of the class.

Suggested Prompts
• What effect do negative political ads have on an election?
• Go to the YouTube site (http://www.youtube.com/) and examine several campaign
commercials posted there. Which ones are the most persuasive? Why? (Be sure to
share the links to specific videos with classmates when posting responses.) Do a
keyword search for “campaign ad” and the latest ads will appear.

Harrison: American Democracy Now, 4e IM–9 | 5

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
 Chapter 9 Elections, Campaigns, and Voting

• Discuss: The Electoral College undercuts democracy by not accurately reflecting the
will of the electorate.
• Reflect on what you still “just don’t get” about the way campaigns and elections work
in America. (After the initial round of responses, ask students to reflect on whether
these questions can be answered or whether they are a reflection of dissatisfaction
with the system rather than a lack of comprehension.)

V. Online & Library Out-of-Class Research

Participants: individual
Time: 20-30 minutes, to be done outside of class time

What to Do
Ask students to independently research the following:
• Examine the possibility of Internet voting on a large scale. What are the obstacles,
both technological and political, that would need to be surmounted for this to happen?

Internet Resources:
http://www.rockthevote.org – A nonprofit, nonpartisan organization which encourages young
voter participation and provides resources on policies and voting.

http://www.vote-smart.org – A nonpartisan website which provides a broad array of election

information, including information by state.

http://www.ifes.org/ – The International Foundation for Electoral Systems (IFES) is the world’s
premiere election assistance organization, providing countries with technical advice and tools to
run democratic elections. Research on international elections may also be found at this website.

http://www.livingroomcandidate.org This site, maintained by the Museum of the Moving Image,

provides videos of television commercials run by presidential campaigns from 1956 to 2012.

http://www.votesmart.org This nonpartisan website provides independent, factual information on

election procedures in each state.

http://www.cawp.rutgers.edu/education_training/ReadytoRun/ This a nonpartisan campaign

training program encourages and trains women to run for elective office, position themselves for
appointive office, or work on a campaign.

http://www.voterunlead.org This is the website for an organization that encourages the civic
engagement of young women as voters, activists, and candidates for political office.

Harrison: American Democracy Now, 4e IM–9 | 6

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Another random document with
no related content on Scribd:
Hugo was a great poet as well as a great romancer, George
Meredith, as we have endeavored to show, is a singer of peculiar
force as well as a master novelist, and among the later literary
figures of especial power we have Kipling, whose prose and poetry
about balance the scale of worth; but the exceptions are few, and the
logic of letters tends to show oneness of aim in the case of genius.
Thomas Hardy undoubtedly belongs to the ranks of great
novelists; his series of romances has been laid on the firm basis of
beauty and knowledge; he has hallowed a part of England peculiarly
rich in unique personality and natural charm; it belongs to him and
the heirship of his memory as validly as though it had been granted
him by the Crown. So well has he filled the office of fictionist that
there seems no need of an attempt on his part to enforce his fame
by appearing as a poet. The publication of “Wessex Poems” (New
York: Harper & Bros.) is indeed no positive declaration of such
ambition; it is perhaps put forth hesitatingly rather in response to
public demand than because of a conviction of its intrinsic merit. It
represents the fruit of odd moments punctuating a long literary
career. The character of the volume is what one might have
anticipated, although had it been of a wholly different sort it could
scarcely have created surprise. There are two Hardys—the man on
whose heart weighs the melancholy facts of human existence and
the happier artist in close and peaceful communion with the sweet
infinite spirit of nature. It is the former Hardy that figures in the
volume singularly unsoftened by any intimation of the other phase of
the writer.
The character of Hardy himself as existing behind the art-self is
one that inspires a peculiar interest. One would know it not simply to
gratify a curiosity that, indeed, is too much indulged of late in lines of
gross private revelation, but to weigh the justice of the charge of
wilful pessimism so generally made against him. The gloomy brow of
Hardy’s art seems far from being of that impersonal sort which
makes much of the modern melancholy of literature inexcusable as a
mere degenerate seeking.
One feels inclined to say that Hardy’s prose is poetry and his
poetry prose. The present volume reveals little of the genuine lyric
gift, but the singing while labored is not without force and individual
color. Some of the ballads possess considerable spirit, and where
character is outlined it cuts the consciousness with Hardy’s well-
known skill of vivid portraiture; as for instance, “The Dance at the
Phœnix,” describing the passion of an aged dame for the pleasures
of her youth how she steals forth from the bed of her good man to
foot it gaily at the inn and how on her return at morn she dies from
over-exertion; “Her Death and After” where the lover of a dead
woman sacrifices her fair fame for the sake of rescuing her child
from the cruelties of a stepmother; and “The Burghers,” a tale of
guilty lovers, and a husband’s unique conduct. In these, as in other
poems of the kind, one can not but feel that Hardy would have put
the matter so much better in prose; which, indeed, is what in some
cases he has done. Some of the contemplative verse has a
quaintness of expression which suggests the sonnets of
Shakespeare; the lines are frequently lame, but every now and then
there is a really virile phrase. In true old English style are some of
the lyrics, of which “The Stranger’s Song” is perhaps the most
successful:

O! my trade, it is the rarest one,

Simple shepherds all—
My trade is a sight to see;
For my customers I tie, and take ’em up on high,
And waft ’em to a far countree!

My tools are but common ones,

Simple shepherds all—
My tools are no sight to see;
A little hempen string, and a post whereon to swing,
Are implements enough for me!

To-morrow is my working day,

Simple shepherds all—
For the farmer’s sheep is slain, and the lad who did it
ta’en,
And on his soul may God ha’ mercy!
 That love proves itself at best a pathetic compromise is plainly
gleaned from the pages of the poems. There is sounded no joyous
though momentary content in heart-possession: nothing there we
find but a record of youth, its dreams darkened and blighted by the
false promises of time; bitter retrospect of age beholding a heavy
philosophy scrawling on all fair things of life and faith the epitaph of
fragility and decay. The earth-bound character of the poet’s thought
is well illustrated in the following lines:

If but some vengeful god would call to me

From up the sky, and laugh: “Thou suffering thing,
Know that thy sorrow is my ecstacy,
That thy love’s loss is my hate’s profiting!”

Then would I bear, and clench myself and die,

Steeled by the sense of ire unmerited;
Half-eased, too, that a Powerfuller than I
Had willed and meted me the tears I shed.

But not so. How arrives it joy lies slain,

And why unblooms the best hope ever sown?
—Crass casualty obstructs the sun and rain,
And dicing Time for gladness casts a moan....
These purblind Doomsters had as readily strown
Blisses about my pilgrimage as pain.

And again, in “Nature’s Questionings,” we find him conceiving the

“field, flock and lonely tree” as asking:

“Has some Vast Imbecility,

Mighty to build and blend,
But impotent to tend,
Framed us in jest, and left us now to hazardry?

“Or come we of an Automaton

Unconscious of our pains....
Or are we live remains
Of Godhead dying downwards, brain and eye now gone?”
 “Or is it that some high Plan Betides,
As yet not understood,
Of Evil stormed by Good;
We the Forlorn Hope over which Achievement strides?”

And having no conclusion for his own heart—

“No answerer I....

Meanwhile, the winds, and rains,
And Earth’s old glooms and pains,
Are still the same, and gladdest Life Death
Neighbors nigh.”

One instinctively compares this with Tennyson’s spirit of noble

meditation in “In Memoriam;” and it must be confessed that Hardy
suffers by comparison as lacking the essential attributes of Anglo-
Saxon courageousness. One regrets the publication of “Wessex
Poems,” for it reveals the character of a great writer in an
unfortunate and belittling light; to reconstruct one’s impression of his
power and personality one feels the need of reopening one of his
most delightful books, such as “The Woodlanders,” to breathe its
good smells of Mother Earth, and under its domination as an
exquisite pastoral production find there, and not in “Wessex Poems,”
Thomas Hardy, the poet.
—Edward A. Uffington Valentine.
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“That’s a jolly looking spider,”

Said the Winktum’s little boy;
“If only I can catch him,
He will make a splendid toy.
I think if I can reach so far,
I’ll pop him in this little jar.”
The Twirly-fish came out on land
To take a promenade,
But meeting with the Bubble-boy
Grew very much afraid.

The Bubble-boy, who lives on land,

Had thought to take a swim,
But when he saw the Twirly-fish
He shook at sight of him.
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—Who is that little mon?

—He’s me swell friend, McCub, of the very
upper crust.
—Well, they put too much shortening in
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Said Johan Gespoozlelheim Ditzer,
Dor hair-cud you gif me dond fid zir!
Unt my mindt vill derangedt,
Uf you dond got id schangedt,
Unt your nose zir, py me vill ged hid zir!
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