American Politics (Ch 1)
I.
What is Politics?
The study of who gets what, when, and how.
-Political Science is the study of politics, or the study of who gets what,
when, and how through government processes in a world of
scarce resources and conflicting values.
II.
Questions for this course and book.

Who? Participants

When and How? Institutions

What outcomes? Policy (e.g. economic system, civil rights,
personal liberty)
III. What is government?

organization extending to the whole society that can legitimately
use force to carry out its decisions.

legitimacy – widespread acceptance of something as necessary,
rightful, and legally binding.
IV. Why is there government?
A. Domestic tranquility
•
Hobbes – a world without government would be
“solitary, poor, nasty, brutish, and short.”
•
Locke – government originates as an implied
contract among individuals who agree to obey
laws in exchange for protection of their rights.
•
Christian Western Tradition (St. Paul, Augustine,
Aquinas, Luther, Calvin, etc.) – gov’t is divinely
appointed to promote goodness/justice and
suppress the evil tendencies of fallen men
B. Common Defense
C. Promote General Welfare
1. Public Good – Goods or services supplied by governments that
markets do not supply, cannot supply, or have been prevented from
supplying.
Public goods are nonexcludable (unable to prevent nonpayers from
consuming the good) and nonrivalrous (one’s consumption affects
another’s consumption).
•
“Tragedy of the Commons”: When everyone owns something, no
one owns it. (What if farmland could not be privately owned?
Why are private bathrooms, private yards, and private golf courses
cleaner than public ones?)
2. Externality – effects of transaction imposed on indirect participants.
•
Negative – transactions reduce welfare of nonparticpants
(pollution). Gov’t may use taxes to prevent them.
•
Positive – transactions increase welfare of nonparticipants
(education). Gov’t may use subsidies to encourage them.
3. Income transfer – When government takes income from one party
and gives it to another (e.g. VA benefits, disabled, poor, farmers,
businesses, and the wealthy.
V. What is democracy?
•
“Rule by the many” (Greek)/People rule themselves.
A. Individual dignity
•
natural law (Locke) – there are rights possessed by every human
by virtue of his/her humanity (e.g. life, liberty, personal property,
equal protection under the law)
•
Imago Deo (Image of God) – humans have inherent dignity and
value because they alone are created in the image of God
B. Participation in decision making
•
“The argument for democracy is not that the people will always
choose wise policies for themselves, but that people who cannot
choose for themselves are not really free.” – Thomas Dye
C. Majority rule (1 person/1 vote)
*Are we a pure democracy?
VI. Paradox of Democracy
•
Potential for conflict between individual freedom and
majority rule.
Solution: Constitutional government. (e.g. limited government,
Bill of Rights…)
VII. Types of democracy
•
Direct – all members of the society vote on and participate
in each issue.
•
Representative democracy – a government rooted in the
consent of the governed (we elect decision-makers)
Four conditions for Democracy Claim
•
Representatives are selected by vote of all the people.
•
Elections are open to competition.
•
Candidates and voters can freely express themselves.
•
Representatives are selected periodically.
VII. Who governs?
A.
Elitist perspective – all societies, even democracies, are divided
into the few who govern and the many who do not.
•
But what if the ruling elite are doing good for the polity?
“Government is always government by the few, whether in the name of
the few, the one, or the many.” – Harold Laswell and Daniel
Lerner.
“…whether elites are self-seeking or public spirited, open or closed,
responsive or unresponsive, it is they and not the masses who
actually make the decisions.” Dye.
•
Positive Elitism? George Will: Elitism is not so bad. Do we really
want ignorant people ruling or even influential when it comes to
public policy?
For the most part, however, theorists who ascribe to this view express
pessimism (Negative Elitism) about the structure and future of
society and they typically want political reforms
B. Pluralist theory – democracy can be achieved
through competition among multiple organized
groups and that individuals can participate in
politics through groups memberships and
elections.
• -Political competition among many participants
will prevent the long-term
• dominance of any one individual or group. Public
Policy is not always the desire of the majority, but
the equilibrium result of pluralist competition.
C. Interest Group Theory of Government : Some interest groups will pay
the costs of being informed and lobbying because the benefits of
some policies will be concentrated in their hands, but the costs of
those policies will be spread out among taxpayers (who are
“rationally ignorant” of politics and not willing to become informed
or organize simply to recover a few cents).
Example, 1988 U.S. Tariff (import tax) on sugar.
• Avg. world price = 7 cents per pound; in U.S. = 20 cents per pound.
Sugar farmers gathered, organized, and got a sugar tariff pushed
through.
• 270 million Americans paid $6 more a year for sugar, but 11,000 U.S.
sugar producers averaged $130,000 income.
*Why do Americans do nothing about this? Is it worth learning of it?
Worth organizing over it? Most say becoming informed and
organizing to stop it is too costly given the potential benefits.
Political culture
Political Culture: widely shared views about who should govern, for
what ends, and by what means.
*Does America have a political culture? How does or does it differ from
other parts of the world?
• Conflict arises when large segments of the population differ over
values and beliefs (e.g. religion, abortion, slavery).
I. Liberal Tradition (not liberalism in the modern sense!)
• Classical Liberalism – political philosophy asserting the worth and
dignity of the individual and emphasizing the rational ability of
human beings to determine their own destinies. In a word: FREEDOM
• anti-feudal
• anti-state control
• disgust with hereditary prerogative
• anti-state established church
• anti-aristocracy
Two Dimensions of Classical Liberalism
1. Political freedom – restrictions on the activity of individuals
should be kept small.
2. Economic freedom – (Capitalism) individual has right to own,
rent, sell, buy, trade property on the open market.
II. Equality
•
Political equality – equal protection under the law.
Government should treat people fairly. Every person gets one
vote equal to that of every other person.
*Have we always had this?
•
Equality of opportunity – “start race in the same spot”
- Achievement should reflect merit alone.
•
Equality of results – “finish the race even” (not widely shared
by the U.S. public, but are policies reflective of this belief?)
III. Income and wealth inequality
A.
Income - the public does not usually want government to reduce
income differences
-The highest 1/5 income earners receive nearly half of all personal
income. The gap between top-bottom fifth has grown.
B. Wealth – there is much greater inequality of wealth than there is
income. Upper class, white, males control most of the wealth in the
country. The top 1% of families in the U.S. control 40% of all family
wealth. It has surged recently
C. What is the single greatest cause of recent increases in wealth
inequality?
•
Answer: The baby boomer generation is growing older.
D. Social Classes/Mobility –
1. Only the impoverished are willing to call themselves “poor.” A
majority in every other class prefer “middle class.”
2. A third of the richest and third of the poorest families will change
categories within a decade (slowing though). The widespread
perception of free social mobility, however, reduces the chance of
class conflict.
IV. Political ideology – a consistent and integrated system of ideas,
values, and beliefs about how pervasive a government should be in a
society.
A. Ideology trends with 3 categories-one dimensional
1. General Pop - Figure (next slide) : Moderates and Conservatives=37%;
Liberals=25%
2. By age – Table next slide (18-24 most liberal)
B. Four American ideological camps (two-dimensional):
•
•
Conservatism (30%) – belief in the value of free
markets, limited government, and individual selfreliance in economic affairs, combined with a
belief in the value of tradition, law and morality
in social affairs.
Liberalism (16%) – belief in the value of strong
government to provide economic security and
protection for civil rights, combined with a belief
in personal freedom from government
intervention in social conduct.
•
•
V.
A.
B.
Populists (20%) – typically conservative on social issues, but
believe that government should actively provide economic
security for domestic workers and businesses.
Libertarians (22%) – want minimal government in both economic
and personal affairs.
Race and Immigration – (See Fig 1-3 for general ethnic
breakdown).
Blacks make up about 12% of the population and were the largest
racial minority until recently when Hispanics surpassed them at
13%. Current demography projects the Hispanic population to
increase its share to 16% by 2020 with blacks at 13%. Whites are
71% today and will be roughly 64% in 2020.
Immigrants – America is historically a nation of immigrants
(Statue of Liberty – welcomes all “huddled masses yearning to be
free”). Today, 8% of Americans are not native born. Antiimmigration sentiments have surfaced when jobs for lower
classes have become scarce and when public service (tax)
burdens are seen has heavy due to public support of immigrants
(legal or otherwise).
C. Illegal Immigration – America has 5000 miles of border
(2000 with Mexico). The U.S. has been ineffective in
keeping illegal border crossers out. Estimates of illegal
immigrants range from 4-12 million. Immigration, especially
illegal immigration, is currently a hot topic in light of Social
Security problems and domestic security in the war against
terror.
VI. Religion and Secularism – There has been a change in the
relationship between religious observers and politics in
America. The most religious (in terms of beliefs and
behavior) and the least religious or secular are increasingly
realigning along partisan lines and public opinion (known as
the “Culture War”). This was not the case just 30 years
ago. In terms of voting behavior and opinion, what matters
is not so much what religion you are (old cleavage); but
how religious or traditional you are.
MS highest at 85%; Vermont lowest at 42% (Gallup 2009;
http://wnd.com/index.php?fa=PAGE.view&pageId=89029
United States Constitution (Ch. 2)
I. Constitutional Government
A. Constitutionalism – a government of laws, not people,
where government power is limited and government
officials are restrained in their exercise of power over
individuals by a legal written document. Comes to
American from Covenantalism (Bible/Reformation) and
Contractarianism (“secular” Enlightenment).
B. Stress is on deciding on how to decide.
C. Constitutional Tradition coming to America: Magna Charta
(1215), Protestant Confessions (16th and 17th centuries),
Mayflower Compact (1620), Colonial Charters (16301732), Declaration of Independence (1776), Articles of
Confederation (1781-1789), Our Constitution (1787).
II. Problems with the Articles of Confederation (1781-1789)
•
Financial Difficulties – Congress had no power to tax the
people directly. 90% of requested funds were never
paid.
•
Commercial obstacles – states could and did tax the
goods of other states as they were shipped through
their territories. This led to too much interference by
the individual states and much commercial confusion
and even smuggling.
•
Currency problems – states printed their own money
and circulated it. This lead to a great deal of monetary
instability (inflation).
•
Civil disorder – the government was rather powerless to
suppress radical or insurgent groups (Shay’s Rebellion in
Massachusetts).
IV.
Founders-began meeting to discuss possible economic
problems and then remedies to Articles.
A. Who?
•
Well-educated (Ivy League and European), 50% college
degrees (33 lawyers, 3 doctors
•
Well-experienced (Nearly all had served in high
government offices before)
•
Cosmopolitan – looked beyond their individual states;
had a continental perspective
•
Religious in the sense that they displayed all of the
outward characteristics of a religiosity, not all were
orthodox Christians.
•
17 of 55 were slaveholders
B. Congress called for this group to convene in order to draft
revisions to the Articles; they came away with new
Constitution.
V. Consensus in Philadelphia (What principles did they largely
agree upon?)
•
Liberty and Property – They read Locke
•
Social Contract – government constrained by a
constitution is necessary to protect God-given rights.
•
Representative Government – Republicanism means
government by representatives of the people (indirect
democracy).
*they wanted people to be directly involved in the selection
of only House members.
•
Limited government – They wanted to limit the scope of
governmental power by dividing it legally
(constitutionally) and constraining it.
•
Nationalism – The founders of the constitution shared a
belief in nationalism in that they wanted a unified
nation with the power to govern the people directly, not
through state power.
VI. Conflict in Philadelphia
A. Representation – How will the number of representatives
in Congress be determined? 3 proposals
1.
Virginia Plan (large state) –Two house legislature with
the lower house (House of Rep) will be determined by a
state’s population and the upper house will be elected
by the lower house.
2.
New Jersey plan (small state) – One house legislature,
with equal state representation, regardless of
population.
3.
Connecticut Comprise – Two house legislature, with the
House directly elected based on state population (each
state would automatically receive one House
representative) and the Senate selected by the state
legislatures; two senators per state, regardless of
population.
B. Slavery
• Argued less about its existence and more about its
impact on state representation
• Large slave states wanted population (and therefore
representation) to include the slave population. Small
slave states wanted population to be based NOT on
the slave population.
• The Connecticut Plan included the “3/5’s
compromise. It stated that three-fifths of the slave
population of each state would count for total
population (and representation).
C. Voter Qualifications – The founders left these to the
states. Every state basically allowed only land owning
white males to vote.
VII. Resolving Economic Issues
•
Levying Taxes – Congress could forcefully collect its
own taxes. Most of the taxes it did levy took the
form of tariffs (taxes placed on imported goods).
•
Regulate commerce – “regulate commerce with
foreign nations, and among the several states.” This
helped to resolve the interstate commerce chaos
surrounding the Articles.
•
Protecting money – the new national government
controls the money supply (print and coin money).
They hoped that this uniform monetary system
would prevent inflation.
VIII. Protecting National Security
•
War and Military Forces – Congress was given power to
“declare War” and to raise and support and regulate an
army or navy. Congress was given power to prevent or
put down insurrections.
•
Commander-in-Chief – The President is the commanderin-chief of the armed forces. He is authorized to carry
out the war, while congress is authorized to declare it.
•
Foreign Affairs – States are prevented from entering or
negotiating treaties, alliances or confederations with
foreign governments. The President can make treaties,
but not without the consent of the Senate.
IX. Structure of Government
•
National Supremacy – Supremacy Clause of
Article VI – states that the Constitution is the
supreme law of the land, taking priority over all
other laws within the United States.
•
Federalism – power is divided (shared) between
national and state governments. Each have
independent legal authority and are sovereign
(can not be dissolved by the other).
•
Republicanism – republican government means
that powers are delegated to a small number of
presumably gifted or qualified individuals.
•
Democracy? – While government rests upon the “consent of the
governed,” decision making is to be done by the people’s
representatives, not the people themselves. No referenda is ever
provided or called for by the constitution
X. Separation of Powers/Checks and Balances – Look in your book for
checks/balances chart (Fig2.2) and study them. Madison wrote
“ambition must be made to counteract ambition” Articles I, II, III
(legislative, executive, and judicial)
XI. Ratification – the act of state legislatures to approve or reject
decisions made by other bodies. The new constitution was sent
to each state government for ratification. The entire country
engaged in a national debate over the new constitution and
whether or not their individual state should adopt it. Two groups
emerged:
A. The Federalists (supported ratification: John Adams, Hamilton). Wrote
series of editorials in newspapers nationwide. Later collected into a
book calledThe Federalist Papers
B. The Anti-Federalists (Jefferson pictured to the below and Patrick Henry)
•
Concerned about an “aristocratic tyranny” (Senate)
•
Concerned about the future of state sovereignty and independence
•
Concerned about the protection of unnamed individual rights.
Summary: They basically were concerned that the people and the states
would be trampled by the larger more powerful central government.
C. Bill of Rights (compromise)
•
Although the Federalists insisted that Congress could not
tread on powers not specifically granted it by the
Constitution (enumerated powers), they eventually agreed
to add 10 amendments, or formal changes, to the
Constitution and sent those to the states for ratification
(1791).
XII. Constitutional Change
A. Direct ways of changing the Constitution: Amendments are
changes or additions to the Constitution.
-There are two methods for proposing an amendment:
1. passage in the House and Senate with a two-thirds vote.
2. passage in a national convention called for by Congress in
response to petitions by 2/3s of the state legislatures.
-There are two methods of ratification:
1. vote in the legislatures of 3/4s of the states
2. vote in conventions called for that purpose in 3/4s of the states
B. Indirection ways: Judicial Interpretations
• When or if the judiciary changes the way it interprets
the constitution can change the application and effect
of its contents.
C. Presidential and Congressional Action
• When or if the president or congress changes the way
they interpret their responsibilities under the
constitution can change the application and effect of its
contents.
D. Custom and Practice
• When or if the customs, culture, times, context, and so
forth change, the application of the constitution may
change as well.
Chapter 3 (Federalism)
•
10th Amendment!!!!! (Look it up)
I. Federalism – sovereign power is shared by both regional
and national governments. No one government can
dissolve the other. The Constitution is a unique
document in its contribution of federalism to political
theory.
1.
Confederation – people state governmentsnational
government
2.
Unitary – peoplenational governmentstate
governments
3.
Federation – peopleboth to state and national
government.
*Will the European Union adopt this form (common Bill of
Rights, currency, military, government)
II. Why Federalism?
•
Protect Liberty by dispersing power – creates “opposite and rival”
centers of power
•
Increase Participation – more access points for people to
participate or contact government
•
Improve Efficiency – one government can not control it all
•
Ensuring policy responsiveness – people can react to their state
policies by moving (i.e., vote with your feet)
•
Encouraging Policy Innovation – states become “laboratories of
democracy” as they experiment with policies/programs observed
throughout the country
•
Managing Conflict – conflicts are less intense since frustrated
groups know that policy battles can be settled in many different
settings (50 states plus the national government)
Drawbacks
•
slow to move desired policy because there are more veto points
Provides legal basis for state noncompliance – South in the 60s in
response to Civil Rights legislation and court rulings
•
Double taxation – state and federal taxes on income
III. Design of Federalism
A. Delegated/Enumerated/Explicit Powers (the ones written out). National
government shall have power to:
•
Engage in war and foreign affairs
•
Regulate interstate commerce (trade between states)
•
Regulate the Money supply
•
tax and spend
B. Necessary and Proper Clause (Implied powers) – powers not specifically
reserved but inferred from those that are (e.g., the IRS is implied in
the power to tax and spend)
C. National Supremacy Clause – Const = “supreme law of the land”
D. Concurrent powers – powers shared by both state and federal
government (e.g., tax and spend)
E. Powers denied states – coin money, enter into treaties, interfere with the
obligation of contracts, levy taxes on imports or exports, or engage
in war.
F. Powers denied to both state and national government – abridge
individual rights
G. Reserved Powers – Powers not granted to the national government or
specifically denied to the states by the constitution are reserved for
the states (10th amendment)
IV. The Grant as a Source of Federal Power
A. Background: In the early 20th century, Congress was finally
given the power to tax income. Started very low, but
was raised dramatically as a result of two world wars
and the Great Depression. When things sort of settled
down, the national government decided in the 70s and
80s to send some of the money back to the states in the
form of grants. These grants took on three forms:
•
Categorical Grant: A grant for a specific, narrow project
(no spending discretion; typical)
•
Block Grant: A grant for a general government function
(limited or some spending discretion)
•
General Revenue Sharing: A grant with generally no
strings attached.
B. Which form of grant maximizes Congressional power and
reduces state power? Answer: categorical
Chapters 6 – Participation
I. Public Opinion – aggregate of attitudes and opinions of
individuals on a significant issue.
A. Survey research. Is public opinion a reliable guide for
lawmaking? Problems:
1. Public knowledge of politics (next slide)
2. “Halo Effect” – people will lie in accordance with socially
acceptable answers.
3. Inconsistencies – e.g. lower taxes and more spending
4. Instability – different responses at different times
5. Salience – people concentrate on a handful of issues
considered important in their own lives.
II. Political Socialization – process by which individuals obtain their
beliefs about political values, beliefs and opinions.
A. Sources of socialization:
•
Family – children usually take on their parents party
identification. *If parents are different, which one?
•
School –
–
Civic norms: salute the flag, civics, “good citizenship” values
–
How to think – schools may teach students that truth
evaluations based on faith or revelation, for instance, are
unnecessary or inappropriate to knowing or understanding the
world correctly (science gives us Truth; religion or faith is
about values/opinions). Result? Students are socialized into a
way of thinking that relativizes and relegates faith to the
private/personal sphere; secular authorities permitted in
public sphere.
•
Worldviews – one’s basic beliefs about ultimate reality, truth and
knowledge, ethics, and origins/destiny shapes their political
attitudes.
•
Generational effects – historical events may shape political
opinion. (great depression).
•
Media influence – tells us what to think about
III. Ideology and Opinion
•
Can we predict political opinion based upon self-described
ideologies?
For the most part, YES.
IV. Demographics and Opinion
A. Gender
•
Women appear to be more passive on issues involving use of
force (i.e. war, death penalty, gun control). Women do not have
significantly different opinions on non-force issues like abortion
and domestic gender roles.
•
Gender Gap: Women = more likely to be Democratic (as of 80s).
(Next Slide)
B. Religion: Protestants and Catholics more likely to identify as
moderates or conservatives than liberals; Jews more likely to
identify as liberals. But Protestant Evangelicals are the most
supportive voting block for Republicans.
IV. Individual Participation in Politics
A. Securing the right to vote (suffrage)
1. Elimination of Property Qualifications (1800-1840)
2. Fifteenth Amendment (1870) – black male suffrage
3. Continued denial of voting rights (1870-1964)
a. “white primary” – Democratic party primary elections in many
southern counties in the early part of the twentieth century that
excluded black people from voting.
b. Literacy tests – all were required to pass (which few people
could) difficult tests involving complex legal documents.
4. Civil Rights Act/VRA (1964-65) – abolished unequal registration
requirements
5. 24th amendment – abolished poll taxes (a price to get registered
6. 19th amendment – women suffrage (1920)
7. 26th amendment (1971) – eighteen year old suffrage or voting rights
8. National Voter Registration act (1993) – “Moter voter” – can register
when you get your drivers license.
VI. Turnout (TO=#voting/#eligible)
A. Turnout since 1960 (next slide)
B. Why is it low?
1. Rational Voter (Anthony Downs) – is it really rational to vote?
•
your vote does not matter practically. It is never decisive over an
election’s outcome.
•
the costs of voting (registration, weather, driving, lines…) are to
many much greater than the benefits (the probability that your
vote will be decisive + any good feelings you get from it).
Vote=Costs – Benefits + (intrinsic rewards)
2. Registration Burdens
•
registration typically occurs during times of low political interest.
•
85% of registered voters turnout, while 50% of eligible voters
vote.
•
Registration is supposed to prevent voter fraud
C. What causes it to increase or decrease?
• Intense political competition
• Political Alienation – when people feel that they
are incapable of affecting the political process
they are less likely to vote (this has happened
since Watergate, 70s)
• Intensity – extremists or ideologues are more
likely to vote (this is why candidates are typically
more extreme sounding during primaries and
more centrist sounding during general elections)
• Education: Most important; Income; Age (all are
positively related; next slide)
D. Explaining the Recent Decrease in Turnout in the U.S.
• Despite the relaxation of voter registration requirements,
voter turnout has still not improved significantly.
Why?
• Trust in Government and Efficacy Beliefs are down
• Expansion of the electorate (18 year olds are less likely to
vote)
• Decline of Party Strength and Organization
• Voter Mobility Up
E. Comparative Voting: The U.S. is near the bottom of voter
turnout compared to other Western Democracies
• Many include only registered voters
• Many require voting
VII. Is Low Voter Turnout Bad?
•
George Will (Elitism) – Nonvoters are more likely to be
of lower socioeconomic class (less informed/educated).
Do we want the “ignorant” voting? Many of the
founding fathers sympathized with this argument (fear
of BOTH “tyranny of the king AND tyranny of the
majority or masses).
•
What if nonvoting is a political statement being
expressed in a democracy?
1. Expressing indifference between candidates or
general satisfaction with status quo.
2. Groups my abstain in order to send an electoral
message to a party (“Stop taking us for granted”)
Ch 9: Campaigns and Elections
I. Elections and Democracy
A. Mandate – perception of popular support for a candidate’s
political platform after he/she wins.
B. Retrospective Judgment – voting based upon the past
performance of and satisfaction with a candidate.
C. Prospective Judgment – voting based upon candidate
pledges about the future.
D. Protection of Rights – “…without the vote, we can be
certain that government would have very little incentive
to respond to popular needs.” As LBJ said,
II. Who Runs for Office?
A. Requirements and skills needed for office-seekers
President
Natural Born
 14 year
resident of U.S.
 At least 35
years old

22nd amend.
Can’t serve but 2
terms (or one if
having served 2
years of a another
president’s term

Senate
House
9 year citizen  7 year citizen
 At least 30
 At least 25
years old
years old
 resident of
 Resident of
state from which state from which
elected
elected

B. Political Entrepreneurship – the ability to sell oneself as a
candidate, to raise money from contributors, to organize
people to work on their behalf, and to communicate and
publicize themselves through the media (political success
like business success).
C. Communication skills – candidates must make many
speeches and appearances, numerous appeals to special
groups and contributors. How you say it, not what you
say.
X. Incumbency advantage
• Since 1950, 90% of incumbent House members win
reelection; 70% of incumbent Senators win reelection.
• Even when Congress is collectively unpopular, people still
reelect their own members.
A. Aids to IA:
1. Name recognition – people often prefer the “devil they knew” to the one
they do not.
2. Campaign Contributions – groups who want to influence policy already
give to incumbent candidates. Groups do not want to offend
officeholders by helping challengers.
3. Resources (advantages) of office
•
Franking privileges – free use of the U.S. mail
•
Tax funded travel allowances (make local appearances and
speeches)
•
Large staffs (tax payer funded) working every day over many years to
ensure reelection.
•
Casework (service to constituents) wins voters on at a time.
XI. Raising Campaign money
A.
Spending on the rise, everywhere: 1990-$446m Congressional races;
Over $1b today. For president, $331 1992 and $713 today).
B. Type of Contributions (regulated by Federal Election commission):
Individuals ($2000 max; most common form of contribution);
Political Action Committees (Congress only); Public money;
Candidate self-financing
* Soft money once allowed to be given to parties instead of candidates, now
banned. Often, money is now given to interest groups instead who buy
Issue Ads (IRS code 527s) uncoordinated by candidates (e.g., Swift Vets for
Truth and Moveon.org).
XII. Presidential Campaign:
A.
Primaries – state election where voters choose their party’s nominees.
•
Open – any voter can vote in the party’s primary.
•
Closed – only registered party voters can vote in the party’s primary.
B. Caucuses – A series of meetings in a state where party members meet (3 hrs
roughly) to do party business and “stand up” for a candidate of their
choice.
Raiding occurs when voters of one party try to harm the other by voting in its
primary in a strategic way.
C. Presidential Primaries Strategies
•
New Hampshire Primary – provides less than 1% of needed delegates, but
remains important because the media covers it so heavily and one’s
performance speaks to one’s electability. Doing well early can result in
more funding.
•
Front-End Strategy – Spending most of the money or attention allocated to
primaries on early primary states.
• Big-State Strategy – Spend time and money on the bigstates mainly. Already strong candidates with well-funded
campaigns are usually the ones who choose this strategy.
By the time that most of these states are holding primaries,
weaker candidates usually drop out.
D. Delegates – Candidates are technically seeking the support
of each state’s party delegates to the national convention.
Democrats have two kinds of delegates: Pledged (rank and
file state party members: they “pledge” to cast their votes
at the convention according to how the state’s
primary/caucus went in the Spring, either winner takes all
or proportional) and Superdelegates (delegates not chosen
at state level; they are typically a national party leader or
politician; have far greater freedom to vote how they want
at the convention).
C. Electoral College: (next slide, drawn to scale) 538 presidential electors
apportioned among the states according to their congressional
representation (plus 3 for D.C.) whose votes officially elect the
president and VP.
•
The biggest prizes are CA (55), NY (31), Texas (32) and Florida (27)
•
It takes 270 or more electoral votes to win general election. If no
candidate gets 270 (majority), then the election is decided in the
House of Representatives where each state delegation gets one
vote.
XIII. Voter Decides
A. Explaining voter decisions
•
Party ID – key determinant of vote choice
•
Group ID – (income class, race, religion, etc.). Gaps in race,
gender, and church attendance and evangelical Protestant,
education.
•
Candidate Image (Kennedy, Dole, Clinton, Reagan…)
•
Economy – if there is an incumbent president, retrospective; if
not prospective evaluation.
•
Issue Voting (least significant explanation for a voter’s decision)