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Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Chapter 6: Institutions of Participation and Representation


in Democracies
Test Bank

Multiple Choice

1. The collective action problem originates with


a. the rational belief that individual actions have great and clear effect
b. the rational belief that individual actions have little or no effect
c. the irrational belief that individual actions have great and clear effect
d. the irrational belief that individual actions have little or no effect
Ans: B
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Introduction
Difficulty Level: Easy

2. An electoral threshold in a proportional representation system refers to the


percent of the
a. vote a party thinks it will be able to win
b. population that must turn out to vote for the election to be valid
c. vote a party must receive to gain representation in parliament
d. candidates that must be represented by different parties
Ans: C
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Proportional Representation
Difficulty Level: Easy

3. In a closed-list proportional representation system, voters select


a. a party
b. an individual
c. a platform
d. multiple candidates
Ans: A
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Proportional Representation
Difficulty Level: Easy
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

4. Electoral systems are


a. determined by the number of political parties that can get elected to office
b. formal, legal mechanisms that translate votes into control over political offices
c. systems in which the individual with most votes gets elected
d. systems in which parties interact with one another
Ans: B
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: The Electoral System
Difficulty Level: Easy

5. Modern interest groups


a. developed before mass electoral democracy
b. emerged along with industrialization and mass democracy
c. originated for the first time in the 1960s
d. originally sought to expand rights for women and minorities
Ans: B
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Civil Society
Difficulty Level: Easy

6. In a system based on interest group pluralism


a. The government negotiates with the smallest of chosen interest groups.
b. Peak associations unify local groups positions.
c. Many groups independently represent the same broad interests.
d. The government ensures that interest groups exist and function.
Ans: C
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension
Answer Location: Civil Society
Difficulty Level: Easy

7. A first-past-the-post system is
a. a majority system
b. a PR system
c. a plurality system
d. all of the above
Ans: C
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian


Voting
Difficulty Level: Easy

8. Which of the following is an SMD system?


a. closed-list PR
b. SNTV
c. open-list PR
d. FPTP
Ans: D
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian
Voting
Difficulty Level: Easy

9. In a two-party system
a. only two parties compete
b. only two parties obtain votes from citizens
c. only two parties are able to get enough votes to win an election
d. more than one party can win an election
Ans: C
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Party Systems
Difficulty Level: Easy

10. How did most European parties begin in the nineteenth century?
a. as cadre parties
b. as mass parties
c. as centralized parties
d. as green parties
e. as social democratic parties
Ans: A
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Political Parties
Difficulty Level: Easy

11. In theory, which of the following types of party system will be the most likely to
emerge within a proportional representation electoral system?
a. dominant party system
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

b. multiparty system
c. two-and-a-half party system
d. two-party system
Ans: B
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Party Systems
Difficulty Level: Easy

12. Which of the following is likely to conflict the most with the idea of effective
government?
a. participation
b. political parties
c. popular interest
d. pandering
Ans: A
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Easy
Difficulty Level: Easy

13. Which of the following countries has a two-party system?


a. Germany
b. Mexico
c. Britain
d. India
Ans: C
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: The United Kingdom: SMD/FPTP, Two Parties, and Pluralism
Difficulty Level: Easy

14. How would an institutionalist explain why Germany has had a successful Green
Party but the UK has not?
a. There is greater environmental sentiment in Germany.
b. There is greater voter turnout in Germany.
c. Germans are more politically active than British citizens.
d. Germany’s mixed-PR system encourages more narrowly focused parties.
Ans: D
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Answer Location: Case Study: Germany: Two-and-a-Half Party System and


Neocorporatism under Threat
Difficulty Level: Easy

15. Japan responded to corruption scandals in the 1970s–1990s by


a. banning the LDP, which had been at the heart of most of the scandals
b. reforming its electoral system to reduce the role of money
c. forbidding Japanese politicians’ attendance at weddings and funerals
d. looking to international assistance to sort out its problems
Ans: B
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: Japan: From Dominant-Party to Two-Party System?
Difficulty Level: Easy

16. In India, labor unions


a. were key to the success of the Indian National Congress
b. are important agents of local rule
c. organize a very small percentage of the population
d. are the strongest element of civil society
Ans: C
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: India: From Dominant-Party to Multiparty Democracy
Difficulty Level: Easy

17. Neocorporatism, also known as societal corporatism


a. is created by design and mandated by the state
b. is created by design
c. is mandated by the state
d. evolves historically and voluntarily
Ans: D
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Corporatism
Difficulty Level: Easy

18. Social networks and norms of reciprocity that are important for a strong civil
society are known as
a. SMD
b. FPTP
c. bowling alone
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

d. social capital
Ans: D
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Civil Society
Difficulty Level: Easy

19. The collective action problem faced by democratic governments is that


a. too much participation will swamp a political system
b. collective decisions may be irrational
c. the average person has more incentive to participate than the elite
d. expending time or money toward any political goal may be irrational
Ans: D
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Introduction
Difficulty: Easy

20. The sphere of organized citizen activity between the state and the individual
family or firm is called
a. political society
b. the party system
c. civil society
d. patron–client linkages
Ans: C
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Civil Society
Difficulty: Easy

21. In an open-list proportional representation system, voters choose


a. a party
b. an individual candidate
c. the most important issue to them
d. an electoral bloc
Ans: B
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Proportional Representation
Difficulty: Easy
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

22. Populist rulers in Latin American often relied on ______ to ensure political
support.
a. clientelism
b. ideological appeals
c. significant policy changes
d. strong party organizations
Ans: A
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Political Parties
Difficulty: Easy

23. Cadre parties


a. have a large membership base
b. are only present in authoritarian settings
c. have a small, elite membership
d. have less clear policy positions
Ans: C
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Political Parties
Difficulty: Easy

24. In a neocorporatist system


a. peak associations unite interest groups and represent the main interests in society
b. the government negotiates with a wide range of interest groups
c. individuals and group are required to belong to peak associations
d. legal restrictions forbid the forming of new interest groups
Ans: A
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Corporatism
Difficulty: Easy

25. Interest groups are an example of


a. collective action problems
b. parastatals
c. civil society
d. social movements
Ans: C
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Cognitive Domain: Comprehension | Knowledge


Answer Location: Civil Society
Difficulty: Easy

26. Which of the following systems of voting wastes the most votes?
a. first-past-the-post (FPTP)
b. open-list proportional representation
c. closed-list proportional representation
d. semiproportional system
Ans: A
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian
Voting
Difficulty: Easy

27. Which of the following political parties will most likely oppose social welfare
spending according to von Beyme?
a. Christian democrats
b. Social democrats
c. Conservatives
d. Green parties
Ans: C
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Knowledge/Comprehension
Answer Location: Political Parties
Difficulty: Easy

28. According to Duverger’s Law, which of the following voting systems will
eventually result in a two-party system?
a. first-past-the-post (FPTP)
b. open-list proportional representation
c. closed-list proportional representation
d. mixed representation
Ans: A
Learning Objective: 6-4: How do different electoral and party systems affect political
leaders’ behavior?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Party Systems
Difficulty: Easy

29. A system where many parties have a chance to win a national election is
referred to as
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

a. dominant party system


b. multiparty system
c. two and a half party system
d. two party system
Ans: B
Learning Objective: 6-4: How do different electoral and party systems affect political
leaders’ behavior?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Party Systems
Difficulty: Easy

30. The unusual electoral system used in Japan until 1993 was called
a. super-majoritarian
b. first-past-the-post
c. single, nontransferable vote
d. instant runoff voting
Ans: C
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: Japan: From Dominant-Party to Two-Party System?
Difficulty: Easy

31. The strength of groups promoting ethnic interests in India in the 1960s led to the
a. creation of additional states
b. onset of violent peasant uprisings
c. banning of ethnically based parties
d. declaration of a state emergency that lasted for three years
Ans: A
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: India: From Dominant-Party to Multiparty Democracy
Difficulty: Easy

32. What is an example of a party system?


a. authoritarian
b. pseudo-democratic
c. single party
d. uncompetitive
Ans: C
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Formal Institutions: Political Parties and Party Systems
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Difficulty: Easy

33. Japan drew its electoral district lines to over-represent rural voters in order to
a. punish urban voters for their behavior during the war
b. provide strong support for the anticommunist Liberal Democratic Party
c. promote workers’ rights
d. weigh votes according to demographic conditions
Ans: B
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: Japan: From Dominant-Party to Two-Party System?
Difficulty: Easy

34. The founding ideology of the BJP in India is


a. secularism
b. multiculturalism
c. Islamism
d. Hindu nationalism
Ans: D
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: India: From Dominant-Party to Multiparty Democracy
Difficulty: Easy

35. Attempts to organize associations to promote the rights of lower-caste Indians


have been hindered by a
a. lack of affirmative action programs
b. legal enshrinement of “untouchability”
c. localization of traditional caste identities
d. government opposition to lower-caste rights
Ans: C
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Case Study: India: From Dominant-Party to Multiparty Democracy
Difficulty: Easy

36. What is a catch-all party?


a. a party that aims to attract support from a broad range of interest groups and
voters
b. a party consisting of large numbers of citizens as members that undertake
massive political mobilization
c. a party that attracts all voters of a specific demographic or background
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

d. a party in which membership and scope were largely restricted to a small number
of political elites
Ans: A
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Political parties
Difficulty: Easy

37. Which theorists argue that modern electoral democracies in reality give limited
power to those in more marginalized positions; elites dominate the national
discourse, control major institutions, and influence voters more than voters influence
who is in office?
a. elite theorists
b. democratic theorists
c. classical theorists
d. rational choice theorists
Ans: A
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Introduction
Difficulty: Easy

38. In what kind of system must the winner gain an absolute majority of the votes
(50% plus one) rather than just a plurality?
a. minority system
b. majoritarian system
c. proportional system
d. single-party system
Ans: B
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian
Voting
Difficulty: Easy

39. Representation in which candidates from parties are elected in other districts and
so their supporters’ views are represented in the legislature, albeit not by their
representative, is referred to as
a. proportional representation
b. list representation
c. indirect representation
d. virtual representation
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Ans: D
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian
Voting
Difficulty: Easy

40. Which of the follow countries is a key example of a mixed (or semiproportional)
electoral system?
a. Germany
b. Canada
c. Britain
d. India
Ans: A
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Mixed, or Semiproportional, Systems
Difficulty: Easy

41. Which region has the highest percentage of seats in the lower house occupied
by women?
a. Americas
b. Europe, OSCE member countries
c. Nordic countries
d. sub-Saharan Africa
Ans: C
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Women in Power
Difficulty: Easy

42. In recent years, major parties’ decline in terms of their share of the vote has
been greater in countries with what kind of electoral system?
a. first-past-the-post
b. proportional representation
c. clientelism
d. two-and-a-half party
Ans: B
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Comprehension | Knowledge
Answer Location: Political Parties
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Difficulty: Medium

True/False

1. In majoritarian systems, candidates must win 50 percent plus one of the votes to
be elected.
Ans: T
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian
Voting
Cognitive Domain: Knowledge
Difficulty Level: Easy

2. Democratic regimes have no problems with stimulating and channeling


participation.
Ans: F
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Answer Location: Introduction
Difficulty Level: Easy
Cognitive Domain: Knowledge

3. Formal legal mechanisms that translate votes into control over political offices and
shares of votes are called electoral systems.
Ans: T
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Answer Location: The Electoral System
Difficulty Level: Easy
Cognitive Domain: Knowledge

4. A system in which each geographical district elects a single representative to a


legislature is called proportional representation.
Ans: F
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Answer Location: Single-Member Districts: “First-Past-the-Post” and Majoritarian
Voting
Difficulty Level: Easy
Cognitive Domain: Knowledge

5. A system in which multiple parties exist but one wins every election and governs
continuously is called a dominant-party system
Ans: T
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Answer Location: Party Systems
Difficulty Level: Easy
Cognitive Domain: Knowledge

6. Under open-list PR systems, political parties present ranked lists of candidates


Ans: F
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Answer Location: Proportional Representation
Difficulty Level: Easy
Cognitive Domain: Knowledge

7. State corporatism is typical of fascist regimes.


Ans: T
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Answer Location: Government-Interest Group Interaction: Two Models
Difficulty Level: Easy
Cognitive Domain: Knowledge

8. Under closed-list PR systems, political parties present ranked lists of candidates


Ans: T
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Answer Location: Proportional Representation
Difficulty Level: Easy
Cognitive Domain: Knowledge

9. A party system in which multiple parties and free and fair elections exist but one
party wins every election and governs continuously is called a multi-party system.
Ans: F
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Answer Location: Party Systems
Difficulty Level: Easy
Cognitive Domain: Knowledge

10. Organizations that bring together all interest groups in a particular sector to
influence and negotiate agreements with the state are called peak associations.
Ans: T
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Answer Location: Corporatism
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Difficulty Level: Easy


Cognitive Domain: Knowledge

11. A broad and charismatic appeal to poor people on the part of a leader to solve
their problems directly via governmental largess is an example of liberalism.
Ans: F
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Answer Location: Political Parties-Populism
Difficulty Level: Easy
Cognitive Domain: Knowledge

12. Corporatism mandated by the state is known as neo-corporatism.


Ans: F
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Answer Location: Corporatism
Difficulty Level: Easy
Cognitive Domain: Knowledge

Short Answer

1. What are some distinctive characteristics of an open-list PR system?


Ans: Answers may vary, but include factors such as: multiple candidates run in each
district; voters vote for individual candidates; the candidate with the most votes in the
party gets the seat.
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Application
Answer Location: Proportional Representation
Difficulty Level: Hard

2. Explain some of the by-products of corporatism.


Ans: Answers may include that the system, under corporatism, has well-defined
hierarchy; the government interacts with groups; and groups are highly
institutionalized.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application
Answer Location: Corporatism
Difficulty Level: Hard

3. List some of the sociological explanations for the decline in trust in political
institutions seen since the 1970s in North America, Europe, and Japan.
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Ans: Answers can including a decline in traditional social divisions based on class
and religion or increased access to education.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application
Answer Location: Political Institutions
Difficulty Level: Hard

4. Name and describe at least two things that are beneficial for the development of
civil society.
Ans: Answers can include capitalism, industrialization, social capital, and
democracy.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application
Answer Location: Civil Society
Difficulty Level: Hard

5. Explain two aspects of interest-group pluralism.


Ans: Many groups exist to represent interests; the government remains neutral.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application
Answer Location: Interest-Group Pluralism
Difficulty Level: Hard

6. Name and describe at least two types of electoral systems.


Ans: Answers can include SMD, FPTP, PR, open-list PR, closed-list PR, SNTV, etc.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens? | 6-2: How do
institutions affect the representation of ethnic, gender, religious, and other groups?
Cognitive Domain: Application
Answer Location: The Electoral System
Difficulty Level: Hard

7. Describe at least two differences between a proportional representation and a


first-past-the-post voting system.
Ans: Proportional representation elections are often decided on national rather than
local issues; FPTP system creates an under- or overrepresentation of a district;
proportional representation usually includes a minimal electoral threshold
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Application
Answer Location: Proportional representation
Difficulty Level: Hard
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

8. List two arguments that critics make against the proportional representation
system?
Ans: Arguments against proportional representation include indirect elections;
creates an opportunity for extremist parties; underrepresents local concerns
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Application
Answer Location: Proportional Representation
Difficulty Level: Hard

9. Provide two characteristics of an interest group?


Ans: Interest groups are visible, have active membership, and have legitimacy in its
area of expertise.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application
Answer Location: Political Institutions
Difficulty Level: Hard

Essay

1. Explain the role of geographically-based, “regional” political parties vis-à-vis


Duverger’s Law. Please include in your answer a definition of Duverger’s Law and
an explanation of its consequences.
Ans: Students should recognize that Duverger’s Law cannot work in presence of
large enough “third” political parties that are geographically-based, such as regional
parties. Consequently, geographically-based minor parties will survive even under
SMD FPTP electoral systems. The answer should include an explanation of the law
and its consequences to the party system of any state.
Learning Objective: 6-4: How do different electoral and party systems affect political
leaders’ behavior?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

2. Compare and contrast the main features of FPTP and PR, highlighting some of
the advantages and disadvantages of each system. Is one of them more
“democratic?” Is one of them more likely to produce political stability and easier
policy-making? Illustrate your answer with at least one country/example for each
system.
Ans: The answer should explain that FPTP enhances governability, while PR
enhances representation. It should also show that students can apply some of the
concepts learned on other chapters to answer a complex question containing many
different elements.
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

Learning Objective: 6-2: How do institutions affect the representation of ethnic,


gender, religious, and other groups?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

3. Compare neocorporatist and interest group pluralist systems. What are the
benefits and drawbacks of each?
Ans: Students should discuss the tradeoffs involved in relatively uncontrolled access
to political processes versus more limited and structured access. These include
questions of accountability and representation as well as policymaking efficiency.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

4. What is a two-party system? How is it different from a two-and-a-half party system


and a multiparty system?
Ans: The answer should clearly explain that the difference is not the actual number
of parties that exist within a given country, but the ability of parties to actually garner
enough support to win elections and form governments.
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop? | 6-4: How do different electoral and party systems
affect political leaders’ behavior?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

5. Why are candidates for office in the United States more independent from political
parties than in Britain?
Ans: In the United States, candidates for office are selected outside of the formal
party structure through primaries of all registered voters in the party, not just dues-
paying members. In Britain, the party structures select the candidates. Parties also
play a larger role in funding their candidates in Britain than in the United States. May
also mention the role of the parliamentary system in Britain vs the presidential
system in the United States.
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop? | 6-4: How do different electoral and party systems
affect political leaders’ behavior?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

6. What is the difference between closed-list proportional representation and open-


list proportional representation?
Ans: In closed-list proportional representation the voters choose the party and then
the parties will split the seats according to how many votes each party received.
Each party will appoint its representatives according to the order of a prearranged
Instructor Resource
Orvis, Introducing Comparative Politics, 4th Edition
SAGE Publishing, 2018

list of candidates. In open-list proportional representation the voters choose the


individuals of a specific party. In this case, different parties are still awarded the
seats proportional to how many votes they won but the seats will go to the top
individual vote-getters in each party. Closed list tends to produce much stronger
parties.
Learning Objective: 6-2: How do institutions affect the representation of ethnic,
gender, religious, and other groups?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

7. List and compare at least two of von Beyme’s categories of political parties.
Ans: Categories include: Liberals, Socialists/Social Democrats, Communists,
Ecology movement, Christian Democrats, Conservatives, and Right-wing Extremists.
Definitions and examples can be found in Figure 6.5.
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

8. Identify the characteristic of a populist regime and apply these characteristics to a


real-life example.
Ans: Some characteristics of a populist regime include vague ideologies, support for
the military, promotion of nationalism, and support from urban workers. Students can
discuss the development and success of populist movements in Western Europe
and the United States in the past decade.
Learning Objective: 6-5: Are there clear patterns of when and where particular party
and electoral systems develop?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard

9. Illustrate the distinctions between a dominant-party system and a single-party


government. Name and describe an example for each.
Ans: Students should provide clear definitions of a dominant-party system (multiple
parties exist but the same party wins every election and governs continuously) and a
single-party government (one party is in control of government, but power can
alternate between parties from election to election). Dominant-party system would
be Japan; single-party government would be the United States or Britain.
Learning Objective: 6-1: Do some types of institutions in democracies provide better
overall representation of and influence for average citizens?
Cognitive Domain: Application | Analysis
Difficulty Level: Hard
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In addition, we recommend a fifth subcommission, to be known
as the subcommission on statistics, in the membership of which
there shall be one representative of each of the above
subcommissions. …

"The committee also suggests that there are certain subjects


of inquiry which appertain equally to all the groups into
which it has recommended that the Commission be segregated.
The subjects of immigration, of education, of combinations and
trusts, and of taxation at once suggest themselves as
belonging in this category. It is therefore recommended that
these subjects, one or more of them, be examined into by the
full Commission pending the organization of the several
subcommissions."

The subject to which the Commission gave earliest attention


was that of "Trusts and Industrial Combinations," on which it
submitted a preliminary report on the 1st of March, 1900.

See (in this volume)


TRUSTS.

{600}

UNITED STATES OF AMERICA: A. D. 1898 (June).


Act providing for the arbitration of disputes between
employers and employees in inter-state commerce.

The following are the main sections of a very important Act of


Congress, approved June 1, 1898, which provides for the
arbitration of disputes between railway and other employees
engaged in interstate commerce and the companies or
individuals employing them:

"That the provisions of this Act shall apply to any common


carrier or carriers and their officers, agents, and employees,
except masters of vessels and seamen, … engaged in the
transportation of passengers or property wholly by railroad,
or partly by railroad and partly by water, for a continuous
carriage or shipment, from one State or Territory of the
United States or the District of Columbia, to any other State
or Territory of the United States, or the District of
Columbia, or from any place in the United States to an
adjacent foreign country, or from any place in the United
States through a foreign country to any other place in the
United States. …

"Section 2. That whenever a controversy concerning wages,


hours of labor, or conditions of employment shall arise
between a carrier subject to this Act and the employees of
such carrier, seriously interrupting or threatening to
interrupt the business of said carrier, the chairman of the
Interstate Commerce Commission and the Commissioner of Labor
shall, upon the request of either party to the controversy,
with all practicable expedition, put themselves in
communication with the parties to such controversy, and shall
use their best efforts, by mediation and conciliation, to
amicably settle the same; and if such efforts shall be
unsuccessful, shall at once endeavor to bring about an
arbitration of said controversy in accordance with the
provisions of this Act.

"Section 3. That whenever a controversy shall arise between a


carrier subject to this Act and the employees of such carrier
which can not be settled by mediation and conciliation in the
manner provided in the preceding section, said controversy may
be submitted to the arbitration of a board of three persons,
who shall be chosen in the manner following: One shall be
named by the carrier or employer directly interested; the
other shall be named by the labor organization to which the
employees directly interested belong, or, if they belong to
more than one, by that one of them which specially represents
employees of the same grade and class and engaged in services
of the same nature as said employees so directly interested:
Provided, however, That when a controversy involves and
affects the interests of two or more classes and grades of
employees belonging to different labor organizations, such
arbitrator shall be agreed upon and designated by the
concurrent action of all such labor organizations; and in
cases where the majority of such employees are not members of
any labor organization, said employees may by a majority vote
select a committee of their own number, which committee shall
have the right to select the arbitrator on behalf of said
employees. The two thus chosen shall select the third
commissioner of arbitration; but, in the event of their
failure to name such arbitrator within five days after their
first meeting, the third arbitrator shall be named by the
commissioners named in the preceding section. A majority of
said arbitrators shall be competent to make a valid and
binding award under the provisions hereof. The submission
shall be in writing, shall be signed by the employer and by
the labor organization representing the employees, shall
specify the time and place of meeting of said board of
arbitration, shall state the questions to be decided, and
shall contain appropriate provisions by which the respective
parties shall stipulate, as follows:

"First. That the board of arbitration shall commence their


hearings within ten days from the date of the appointment of
the third arbitrator, and shall find and file their award, as
provided in this section, within thirty days from the date of
the appointment of the third arbitrator; and that pending the
arbitration the status existing immediately prior to the
dispute shall not be changed: Provided, That no employee shall
be compelled to render personal service without his consent.

"Second. That the award and the papers and proceedings,


including the testimony relating thereto certified under the
hands of the arbitrators and which shall have the force and
effect of a bill of exceptions, shall be filed in the clerk's
office of the circuit court of the United States for the
district wherein the controversy arises or the arbitration is
entered into, and shall be final and conclusive upon both
parties, unless set aside for error of law apparent on the
record.

"Third. That the respective parties to the award will each


faithfully execute the same, and that the same may be
specifically enforced in equity so far as the powers of a
court of equity permit: Provided, That no injunction or other
legal process shall be issued which shall compel the
performance by any laborer against his will of a contract for
personal labor or service.

"Fourth. That employees dissatisfied with the award shall not


by reason of such dissatisfaction quit the service of the
employer before the expiration of three months from and after
the making of such award without giving thirty days' notice in
writing of their intention so to quit. Nor shall the employer
dissatisfied with such award dismiss any employee or employees
on account of such dissatisfaction before the expiration of three
months from and after the making of such award without giving
thirty days' notice in writing of his intention so to
discharge.

"Fifth. That said award shall continue in force as between the


parties thereto for the period of one year after the same
shall go into practical operation, and no new arbitration upon
the same subject between the same employer and the same class
of employees shall be had until the expiration of said one
year if the award is not set aside as provided in section
four. That as to individual employees not belonging to the
labor organization or organizations which shall enter into the
arbitration, the said arbitration and the award made therein
shall not be binding, unless the said individual employees
shall give assent in writing to become parties to said
arbitration. …
"Section 7. That during the pendency of arbitration under this
Act it shall not be lawful for the employer, party to such
arbitration, to discharge the employees, parties thereto,
except for inefficiency, violation of law, or neglect of duty;
nor for the organization representing such employees to order,
nor for the employees to unite in, aid, or abet, strikes
against said employer; nor, during a period of three months
after an award under such an arbitration, for such an employer
to discharge any such employees, except for the causes
aforesaid, without giving thirty days' written notice of an
intent so to discharge; nor for any of such employees, during
a like period, to quit the service of said employer without
just cause, without giving to said employer thirty days'
written notice of an intent so to do; nor for such
organization representing such employees to order, counsel, or
advise otherwise.
{601}
Any violation of this section shall subject the offending
party to liability for damages; Provided, that nothing herein
contained shall be construed to prevent any employer, party to
such arbitration, from reducing the number of its or his
employees whenever in its or his judgment business necessities
require such reduction. …

"Section 10. That any employer subject to the provisions of


this Act and any officer, agent, or receiver of such employer
who shall require any employee, or any person seeking
employment, as a condition of such employment, to enter into
an agreement, either written or verbal, not to become or
remain a member of any labor corporation, association, or
organization; or shall threaten any employee with loss of
employment, or shall unjustly discriminate against any
employee because of his membership in such a labor
corporation, association, or organization; or who shall
require any employee or any person seeking employment, as a
condition of such employment, to enter into a contract whereby
such employee or applicant for employment shall agree to
contribute to any fund for charitable, social or beneficial
purposes; to release such employer from legal liability for
any personal injury by reason of any benefit received from
such fund beyond the proportion of the benefit arising from
the employer's contribution to such fund; or who shall, after
having discharged an employee, attempt or conspire to prevent
such employee from obtaining employment, or who shall, after
the quitting of an employee, attempt or conspire to prevent
such employee from obtaining employment, is hereby declared to
be guilty of a misdemeanor, and, upon conviction thereof in
any court of the United States of competent jurisdiction in
the district in which such offense was committed, shall be
punished for each offense by a fine of not less than one
hundred dollars and not more than one thousand dollars."

United States Statutes at Large,


volume 30, page 424.

UNITED STATES OF AMERICA: A. D. 1898 (June).


The War with Spain.
Seizure of the island of Guam.

The following order, dated May 10, 1898, was addressed by the
Secretary of the Navy to the Commander of the U. S. S.
'Charleston':

"Upon the receipt of this order, which is forwarded by the


steamship 'City of Pekin' to you at Honolulu, you will proceed
with the 'Charleston' and 'City of Pekin' in company, to
Manila, Philippine Islands. On your way, you are hereby
directed to stop at the Spanish Island of Guam. You will use
such force as may be necessary to capture the port of Guam,
making prisoners of the governor and other officials and any
armed force that may be there. You will also destroy any
fortifications on said island and any Spanish naval vessels
that may be there, or in the immediate vicinity. These
operations at the Island of Guam should be very brief, and
should not occupy more than one or two days. Should you find
any coal at the Island of Guam, you will make such use of it
as you consider desirable. It is left to your discretion
whether or not you destroy it. From the Island of Guam,
proceed to Manila and report to Rear-Admiral George Dewey, U.
S. N., for duty in the squadron under his command."

In a despatch dated June 24, Captain Glass, of the


"Charleston," reported the execution of these orders as
follows: "I have the honor to report that in obedience to the
Department's telegraphic order of May 24, 1898, this ship
sailed from Honolulu, Hawaiian Islands, on the 4th instant for
Manila with the transports 'City of Pekin,' 'Australia,' and
'City of Sydney' under convoy. When clear of land, I opened
the confidential order of May 10, 1898, and changed course for
the Island of Guam, next day informing Commander Gibson, in
charge of transports, and Brigadier-General Anderson,
commanding expeditionary force, of the change in my orders and
that the transports would accompany the 'Charleston.' Arriving
off the north end of the island at daylight, June 20, I first
visited the port of Agana, the capital of Guam, and of the
Mariana group, and finding no vessels there of any kind,
proceeded to San Luis D'Apra, where it was expected that a
Spanish gunboat and a military force would be found, a rumor
to that effect having reached me while at Honolulu. Arriving
off the port at 8.30 a. m., it was found that Fort Santiago,
on Oroté Point, was abandoned and in ruins, and I steamed
directly into the harbor, having ordered the transports to
take a safe position outside and await instructions. A few
shots were fired from the secondary battery at Fort Santa Cruz
to get the range and ascertain if it was occupied. Getting no
response, ceased firing and came to anchor in a position to
control the harbor, and it was then found that this fort also
was abandoned. The only vessel in port was a small Japanese
trading vessel from Yokohama. An officer had just shoved off
from the ship to board the Japanese vessel, and obtain
information as to the condition of affairs on shore, when a
boat was seen approaching the ship, through the reefs at the
head of the harbor, flying the Spanish flag and bringing two
officers, the captain of the port, a lieutenant-commander in
the Spanish navy, and the health officer, a surgeon of the
Spanish army. These officers came on board, and, in answer to
my questions, told me they did not know that war had been
declared between the United States and Spain, their last news
having been from Manila, under date of April 14. I informed
them that war existed and that they must consider themselves
as prisoners. As they stated that no resistance could be made
by the force on the island, I released them on parole for the
day, to proceed to Agana and inform the governor that I
desired him to come on board ship at once, they assuring me
that he would do so as soon as he could reach the port. While
awaiting the return of these officers, an examination was made
of the harbor, the only dangers to navigation were buoyed, and
the transports came in during the afternoon.

"At 5 p. m. the governor's secretary, a captain in the Spanish


army, came on board, bringing me a letter from the governor,
in which he stated that he was not allowed by law to go on
board a foreign vessel and requested me to meet him on shore
for a conference. This letter is appended, marked A. As it was
then too late to land a party, from the state of the tide on
the reef between the ship and the landing place, I directed
the secretary to return and say to the governor that I would
send an officer ashore with a communication for him early next
day.
{602}
… At 8.30 a. m. on June 21 Lieutenant William Braunersreuther
was sent ashore, under flag of truce, with a written demand
for the immediate surrender of the defenses of the Island of
Guam and all officials and persons in the military service of
Spain. Mr. Braunersreuther was directed to wait half an hour
only for a reply, to bring the governor and other officials on
board as prisoners of war in case of surrender, or in case of
refusal or delay beyond the time given, to return and take
command of the landing force, which he would find in
readiness, and proceed to Agaña. At 12.15 p. m. Mr.
Braunersreuther returned to the ship, bringing off the
governor and three other officers, his staff, and handed me a
letter from the governor acceding fully to my demand. Having
received the surrender of the Island of Guam, I took formal
possession at 2.45 p. m., hoisting the American flag on Fort
Santa Cruz and saluting it with 21 guns from the 'Charleston.'
From a personal examination of Fort Santa Cruz, I decided that
it was entirely useless as a defensive work, with no guns and
in a partly ruinous condition, and that it was not necessary
to expend any mines in blowing it up. The forts at Agaña, San
Luis D'Apra, and Umata are of no value and no guns remain in
the island except four small cast-iron guns of obsolete
pattern at Agaña, formerly used for saluting, but now
condemned as unsafe even for that purpose. No Spanish vessel
of war has visited Guam during the last eighteen months. No
coal was found on the island."

Annual Reports of the Navy Department, 1898,


volume 2, pages 151-3.

UNITED STATES OF AMERICA: A. D. 1898 (June-July).


War with Spain.
Expedition of the army under General Shafter
against Santiago de Cuba.
Battles of El Caney and San Juan Hill.

To co-operate with the navy in operations for the capture of


Santiago de Cuba, and of the Spanish fleet blockaded in the
harbor of that town, orders were issued from Washington on the
31st of May, by Major-General Miles, Commanding the Army,
"with the approval of the Secretary of War," which directed
General Shafter, commanding the forces assembled at Tampa,
Florida, to place them on transports and proceed with them,
under convoy of the navy, to Santiago. Owing to an extreme
lack of both railway and harbor facilities at Tampa, an entire
week was consumed in the embarkation of the troops and
supplies. When on shipboard, the expedition was delayed
another week by false reports of the appearance of Spanish
cruisers on the Cuban coast, which seemed to the Washington
authorities to call for a stronger naval convoy to guard the
transport fleet. It was not until the 14th of June that the
fleet was permitted to sail, with 16,000 men. It arrived off
Guantanamo, near Santiago, on the morning of the 20th.

Meantime, the blockading fleet had bombarded the forts at


Santiago twice, on the 6th and on the 16th, and had silenced
them, for the time being, on both occasions, but apparently
with no permanent effect. With more success, two vessels from
the fleet had entered the harbor of Guantanamo on the 7th and
taken possession of the lower bay, where a marine battalion
was landed on the 10th and established in camp, to hold ground
until the army arrived. Meantime, also, communication with
General Garcia, commanding Cuban forces, had been opened, and
arrangements made, the results of which were subsequently
acknowledged by General Miles, in his annual report, as
follows:

"General Garcia regarded my requests as his orders, and


promptly took steps to execute the plan of operations. He sent
3,000 men to check any movement of the 12,000 Spaniards
stationed at Holguín. A portion of this latter force started
to the relief of the garrison at Santiago, but was
successfully checked and turned back by the Cuban forces under
General Feria. General Garcia also sent 2,000 men, under
Perez, to oppose the 6,000 Spaniards at Guantánamo, and they
were successful in their object. He also sent 1,000 men, under
General Ríos, against the 6,000 men at Manzanillo. Of this
garrison, 3,500 started to reenforce the garrison at Santiago,
and were engaged in no less than thirty combats with the
Cubans on their way before reaching Santiago. … With an
additional force of 5,000 men General Garcia besieged the
garrison of Santiago, taking up a strong position on the west
side and in close proximity to the harbor, and he afterwards
received General Shafter and Admiral Sampson at his camp near
that place. He had troops in the rear, as well as on both
sides of the garrison at Santiago before the arrival of our
troops."

Annual Reports of the War Department, 1898,


volume 1, part 2, page 16.

The troops from Tampa, under General Shafter, arriving on the


20th, were disembarked on the 22d, 23d and 24th, at Daiquiri,
and advanced to Siboney. The first resistance encountered was
at La Guasima, three miles from Siboney, on the Santiago road,
where the Spaniards were driven from strong entrenchments by a
part of Young's brigade of General Wheeler's cavalry division
(dismounted). The brigade thus first in the fighting was
composed of the 1st and 10th regiments of regular cavalry and
the 1st United States Volunteer cavalry, commonly called the
"Rough Riders." After the engagement at La Guasima, six days
were occupied in concentrating the army (including the Cuban
auxiliaries of General Garcia), mostly at Sevilla, a short
distance beyond La Guasima, on the same road, and in
overcoming great difficulties of transportation for supplies.

On June 30, General Shafter reconnoitered the country around


Santiago and made his plan of attack. "From a high hill," says
his subsequent report, "from which the city was in plain view,
I could see the San Juan Hill and the country about El Caney. The
roads were very poor, and, indeed, little better than
bridlepaths, until the San Juan River and El Caney were
reached. The position of El Caney, to the northeast of
Santiago, was of great importance to the enemy as holding the
Guantanamo road, as well as furnishing shelter for a strong
outpost that might be used to assail the right flank and rear
of any force operating against San Juan Hill. In view of this
I decided to begin the attack next day at El Caney with one
division, while sending two divisions on the direct road to
Santiago, passing by El Poso House, and, as a diversion, to
direct a small force against Aguadores from Siboney along the
railroad by the sea, with a view of attracting the attention
of the Spaniards in the latter direction and of preventing
them from attacking our left flank.

"During the afternoon I assembled the division commanders and


explained to them my general plan of battle. Lawton's division
[composed of Chaffee's, Miles' and Ludlow's brigades],
assisted by Capron's light battery, was ordered to move out
during the afternoon toward El Caney, to begin the attack
there early the next morning.

{603}
Map Illustrating the Santiago Campaign…

{604}

After carrying El Caney, Lawton was to move by the Caney road


toward Santiago and take position on the right of the line.
Wheeler's division of dismounted cavalry [embracing Sumner's
brigade—3d, 6th and 9th regular cavalry, and Young's brigade
mentioned above] and Kent's division of infantry [Wikoft's,
Hawkins's and Pearson's brigades] were directed on the
Santiago road, the head of the column resting near El Poso,
toward which heights Grimes's battery moved on the afternoon
of the 30th, with orders to take position thereon early the
next morning and at the proper time prepare the way for the
advance of Wheeler and Kent on San Juan Hill. The attack at
this point was to be delayed until Lawton's guns were heard
at El Caney and his infantry fire showed he had become well
engaged.

"The remainder of the afternoon and night was devoted to


cutting out and repairing the roads and to other necessary
preparations for battle. These preparations were far from what
I desired them to be; but we were in a sickly climate; our
supplies had to be brought forward by a narrow wagon road,
which the rains might at any time render impassable; fear was
entertained that a storm might drive the vessels containing
our stores to sea, thus separating us from our base of
supplies; and lastly, it was reported that General Pando, with
8,000 reenforcements for the enemy, was en route from
Manzanillo and might be expected in a few days. Under those
conditions I determined to give battle without delay.

"Early on the morning of July 1, Lawton was in position around


El Caney, Chaffee's brigade [7th, 12th, and 13th U. S.
Infantry] on the right, across the Guantanamo road; Miles's
brigade [1st, 4th, and 25th U. S. Infantry] in the center, and
Ludlow's [8th and 22d U. S. Infantry and 2d Microcassettes
Volunteers] on the left. The duty of cutting off the enemy's
retreat along the Santiago road was assigned to the latter
brigade. The artillery opened on the town at 6.15 A. M. The
battle here soon became general and was hotly contested. The
enemy's position was naturally strong and was rendered more so
by blockhouses, a stone fort, and entrenchments cut in solid
rock, and the loopholing of a solidly built stone church. The
opposition offered by the enemy was greater than had been
anticipated, and prevented Lawton from joining the right of
the main line during the day, as had been intended.

"After the battle had continued for some time Bates's brigade
of two regiments (3d and 20th United States Infantry] reached
my headquarters from Siboney. I directed him to move near El
Caney, to give assistance, if necessary. He did so and was put
in position between Miles and Chaffee. The battle continued
with varying intensity during most of the day and until the
place was carried by assault, about 4.30 p. m. As the
Spaniards endeavored to retreat along the Santiago road,
Ludlow's position enabled him to do very effective work and to
practically cut off all retreat in that direction.

"After the battle at El Caney was well opened and the sound of
the small-arms fire caused us to believe that Lawton was
driving the enemy before him, I directed Grimes's battery to
open fire from the heights of El Poso on the San Juan'
blockhouse, which could be seen situated in the enemy's
entrenchments extending along the crest of San Juan Hill. This
fire was effective and the enemy could be seen running away
from the vicinity of the blockhouse. The artillery fire from
El Poso was soon returned by the enemy's artillery. They
evidently had the range of this hill, and their first shells
killed and wounded several men. As the Spaniards used
smokeless powder it was very difficult to locate the positions
of their pieces, while, on the contrary, the smoke caused by our
black powder plainly indicated the position of our battery.
"At this time the cavalry division [of General Wheeler] under
General Sumner (commanding temporarily in consequence of the
illness of General Wheeler, who returned to duty that day],
which was lying concealed in the general vicinity of the El
Poso House, was ordered forward, with directions to cross the
San Juan River and deploy to the right on the Santiago side,
while Kent's division was to follow closely in its rear and
deploy to the left. These troops moved forward in compliance
with orders, but the road was so narrow as to render it
impracticable to retain the column of fours formation at all
points, while the undergrowth on either side was so dense as
to preclude the possibility of deploying skirmishers. It
naturally resulted that the progress made was slow, and the
long range rifles of the enemy's infantry killed and wounded a
number of our men while marching along this road and before
there was any opportunity to return this fire. At this time
Generals Kent and Sumner were ordered to push forward with all
possible haste and place their troops in position to engage the
enemy. General Kent, with this end in view, forced the head of
his column alongside of the cavalry column as far as the
narrow trail permitted, and thus hurried his arrival at the
San Juan and the formation beyond that stream. A few hundred
yards before reaching the San Juan the road forks, a fact that
was discovered by Lieutenant-Colonel Derby, of my staff, who
had approached well to the front in a war balloon. This
information he furnished to the troops, resulting in Sumner
moving on the right-hand road, while Kent was enabled to
utilize the road to the left. … After crossing the stream, the
cavalry moved to the right with a view of connecting with
Lawton's left when he should come up, and with their left
resting near the Santiago road. In the meanwhile Kent's
division, with the exception of two regiments of Hawkins's
brigade, being thus uncovered, moved rapidly to the front from
the forks previously mentioned in the road, utilizing both
trails, but more especially the one to the left, and crossing
the creek formed for attack in the front of San Juan Hill."
Annual Reports of the War Department, 1898,
volume 1, part 2, page 147.

"The particulars of this gallant attack, which won the hill


and decided the fate of Santiago, are given with more
clearness in the report of General Kent, who commanded the
division which had most of the fighting to do, than in that of
General Shafter. Wikoff's 'heroic brigade,' writes General
Kent, 'consisting of the 13th, 9th, and 24th United States
Infantry, speedily crossed the stream and were quickly
deployed to the left of the lower ford.
{605}
While personally superintending this movement Colonel Wikoff
was killed, the command of the brigade then devolving upon
Lieutenant-Colonel Worth, 13th Infantry, who immediately fell
severely wounded, and then upon Lieutenant-Colonel Liscum,
24th Infantry, who, five minutes later, also fell under the
withering fire of the enemy. The command of the brigade then
devolved upon Lieutenant-Colonel E. P. Ewers, 9th Infantry.
Meanwhile I had again sent a staff officer to hurry forward
the second brigade [Pearson's] which was bringing up the rear.
The 10th and 2d Infantry, soon arriving at the forks, were
deflected to the left to follow the Third Brigade [Wikoff's],
while the 21st was directed along the main road to support
Hawkins [whose brigade was composed of the 6th and 16th U. S.
Infantry and the 71st New York Volunteers].

"Crossing the lower ford a few minutes later, the 10th and 2d
moved forward in column in good order toward the green knoll …
on the left. Approaching the knoll the regiments deployed,
passed over the knoll, and ascended the high ridge beyond,
driving back the enemy in the direction of his trenches. I
observed this movement from the Fort San Juan Hill. … Prior to
this advance of the second brigade, the third, connecting with
Hawkins's gallant troops on the right, had moved toward Fort
San Juan, sweeping through a zone of most destructive fire,
scaling a steep and difficult hill, and assisting in capturing
the enemy's strong position (Fort San Juan) at 1.30 p. m. This
crest was about 125 feet above the general level and was
defended by deep trenches and a loopholed brick fort
surrounded by barbed-wire entanglements. General Hawkins, some
time after I reached the crest, reported that the 6th and 16th
Infantry had captured the hill, which I now consider
incorrect. Credit is almost equally due the 6th, 9th, 13th,
16th, and 24th regiments of infantry. … The Thirteenth
Infantry captured the enemy's colors waving over the fort, but
unfortunately destroyed them. …

"The greatest credit is due to the officers of my command,


whether company, battalion, regimental, or brigade commanders,
who so admirably directed the formation of their troops,
unavoidably intermixed in the dense thicket, and made the
desperate rush for the distant and strongly defended crest, I
have already mentioned the circumstances of my third brigade's
advance across the ford, where, in the brief space of ten
minutes, it lost its brave commander (killed) and the next two
ranking officers by disabling wounds; yet in spite of these
confusing conditions the formations were effected without
hesitation, although under a stinging fire, companies acting
singly in some instances and by battalions and regiments in
others, rushing through the jungle, across the stream, waist
deep, and over the wide bottom thickly set with barbed-wire
entanglements. …

"The enemy having retired to a second line of rifle pits, I


directed my line to hold their positions and intrench. At ten
minutes past 3 p. m. I received almost simultaneously two
requests—one from Colonel Wood, commanding a cavalry brigade,
and one from General Sumner—asking for assistance for the
cavalry on my right, 'as they were hard pressed.' I
immediately sent to their aid the 13th Infantry, who promptly
went on this further mission, despite the heavy losses they
had already sustained. Great credit is due to the gallant
officer and gentleman, Brigadier General H. S. Hawkins, who,
placing himself between the two regiments, leading his
brigade, the 6th and 16th Infantry, urged and led them by
voice and bugle calls to the attack so successfully
accomplished."

Annual Reports of the War Department, 1898,


volume 1, part 2, page 164.

The part borne by the dismounted cavalry division in the


capture of the Spanish intrenchments on San Juan Hill is
described as follows in the report of General Sumner,
temporarily in command:

"After crossing the creek with sufficient strength to hold it


and protect the crossing, I received verbal orders to move by
the right flank to connect with Lawton's left. During the
execution of this movement a balloon, under command of Colonel
Derby, came up the road, forcing open Wood's Brigade and
cutting it in two, thereby delaying the movement. The
artillery fire of the enemy opened upon the balloon and
continued for more than an hour, thereby subjecting part of my
command massed and the rest moving by the flank to long
shrapnel fire. Many officers and men were wounded here by
exploding shells and small arms' firing of the enemy. After
completing the deployment the command was so much committed to
battle that it became necessary either to advance or else
retreat under fire.

"Lieutenant Miley, representing General Shafter, authorized an


advance, which was ordered, Carroll's brigade taking the
advance, reinforced on the right by Roosevelt's regiment and
supported by the 1st and 10th Cavalry of Wood's Brigade. The
advance was made under heavy infantry fire through open flat
ground, cut up by wire fences, to the creek, dIstant about 600
yards. The advance was made in good order, the enemy's fire
being returned only under favorable opportunities. In crossing
the flat one officer (Captain O'Neil) and several men were
killed and several officers and men wounded. Both sides of the
creek are heavily wooded for about 200 yards. The creek was
swollen, and the crossing through this space and the creek was
made with great difficulty. After passing through the thick
woods the ground was entirely open and fenced by wire. From
this line it was necessary to storm the hill, upon the top of
which is a house loopholed, etc., for defense. The slope of
the hill is very difficult, but the assault was made with
great gallantry and with much loss to the enemy. In this
assault Colonel Hamilton, Lieutenants Smith and Shipp were
killed; Colonel Carroll, Lieutenants Thayer and Myer were
wounded. A number of casualties occurred among the enlisted
men. After taking this hill the front line advanced to take
the Fort San Juan Hill under fire from strong force of the
enemy in trenches and house known as 'Blockhouse.' … The
assault was successful, the line storming the trenches and
blockhouse with conspicuous gallantry and coolness, capturing
three prisoners, wounding and killing many of the enemy. …
Connected with my left, Hawkins's brigade of Kent's division
carried everything in front of it and captured the house and
hill known as 'Fort San Juan' proper."

Annual Reports of the War Department, 1898,


volume 1, part 2. page 370.

{606}

Lieutenant Colonel Roosevelt, who commanded the Rough Riders


regiment that day, while Colonel Wood commanded the brigade,
tells the story of the fight, and what followed, very tersely,
in his report: "After crossing the river at the ford," says
the Lieutenant-Colonel, "we were moved along and up its light
bank under fire, and were held in reserve at a sunken road.
Here we lost a good many men, including Captain O'Neil,
killed, and Lieutenant Haskell, wounded. We then received your
order to advance and support the regular cavalry in the attack

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