UNIT IV-B Calendar

See Unit IV-A Calendar for dates March 4th-March 24th
25
Workday to
finish CH 9
26
Workday CH
10
27
Workday to
finish CH 10
28
Unit IV-B Test
In Class FRQ
and M/C
SG and CE
Folder Due
29
Work on Policy
Project, quizlet
terms and longterm study
30
Invest and work on a Test
Prep book and Flashcards
31
Invest and
work on a Test
Prep book and
Flashcards
1
NO SCHOOL
2
In class SG
notes
3
In class SG
notes
4
In class SG notes
6
Invest and work on a Test
Prep book and Flashcards
Work on Policy
Project, quizlet
terms and longterm study.
Work on Policy
Project, quizlet
terms and longterm study.
5
Work on Policy
Project, quizlet
terms and longterm study.
7
Invest and
work on a Test
Prep book and
Flashcards
8
In class SG
notes- CH 17
presents
Print quizlet
results for CH
15
9
In class SG
notes- CH
17/18 Presents
Print quizlet
results for CH
14
10
In class SG
notes-CH 18/19
Presents
12
13
14
Invest and work on a Test
Prep book and Flashcards
Work on Policy
Project, quizlet
terms and longterm study.
Work on Policy
Project, quizlet
terms and longterm study.
Work on Policy
Project, quizlet
terms and longterm study.
Work on Policy
Project, quizlet
terms and longterm study.
Work on,
quizlet terms
and long-term
study.
Invest and
work on a Test
Prep book and
Flashcards
Print quizlet
results for CH
17
15
Open notes Inclass Test
SG and LAST
CE Folder Due
Print quizlet
results for CH
18
16
Begin Unit VI
SG notes- CH 4
&5
Print quizlet
results for CH
19
17
Work on Unit
VI SG notesCH 4& 5
Print quizlet
results for CH 20
19
Invest and
work on a Test
Prep book and
Flashcards
20
Invest and work on a Test
Prep book and Flashcards
21
Invest and
work on a Test
Prep book and
Flashcards
SC Cases Quiz
#1
SC Cases Quiz
#2
Work on Policy
Project, quizlet
terms and longterm study.
Print quizlet
results for CH
15
Work on Policy
Project, quizlet
terms and longterm study.
Suggested $17
http://www.shmoop.com/apexams/
Print quizlet
results for CH 14
11
In class SG
notes- CH 20
Presents
18
Finish Unit VI
SG Notes- CH 4
&5
Finish last CE
folder
22
LAST
CHAPTER:
Begin CH 16
SG
23
LAST
CHAPTER:
Work on CH 16
SG
24
LAST
CHAPTER:
Finish CH 16
SG
25
Unit VI Test
SG Due
26
Invest and
work on a Test
Prep book and
Flashcards
27
Invest and work on a Test
Prep book and Flashcards
28
Invest and
work on a Test
Prep book and
Flashcards
SC Cases Quiz
#3
29
M/C Practice
Test
30
FRQ Practice
Test
1
FRQ Practice
Test
2
Grading Day
3
Invest and
work on a Test
Prep book and
Flashcards
4
Invest and work on a Test
Prep book and Flashcards
5
Invest and
work on a Test
Prep book and
Flashcards
6
Unit I and II
Review Day
7
Unit III and IV
Review Day
8
Unit V and VI
Review Day
9
VINI, VIDI,
VICI Day and
Celebration!!!!
10
Invest and
work on a Test
Prep book and
Flashcards
11
Invest and work on a Test
Prep book and Flashcards
12
Invest and
work on a Test
Prep book and
Flashcards
13
GO TO BED
EARLY, AND
EAT WELL
14
APGOV
EXAM
15
16
17
18
19
Current Events Connections Folder:
A) Newspaper Article or Online Article
1. Locate your article by using a google search with a concept from the government and the words Obama
Administration. Example: executive order and Obama Administration or bully pulpit and Obama
Administration etc.
2. Label your article Unit IV-B CE
3. Attach notebook paper titled Unit IV-B CE Analysis, name of the article and source
4. Use notebook paper to record a 3-5 sentence summary of the main points of the article from beginning,
middle and end.
5. Then, very clearly write and underline the statement: This article relates to our lesson because
…followed by your analysis which clearly connects what information was found in the textbook to the
article and your overall opinion on the main points of the article. You may address your opinion by
answering some of these questions: Did you agree or disagree with the author and his/her point of view,
with the actions or policy discussed in the article etc. with 2-3 reasons why. What you found most
interesting and 2-3 reasons why.
6. You are graded on the quality of your analysis in number 6.
7. Your analysis should represent ½ a page and your summary 3-5 sentences. Overall less than a page.
B) Go to StudentNewsDaily.com and print the Wednesday’s Biased news article and the Friday cartoon.
Respond to the questions included with each article and place in your Current Events folder labeled Unit
IV-A Bias/Cartoon Articles.
UNIT IV Part B- STUDY GUIDE- Linkage Institutions
Big Picture: linkage institutions connect public input and policy output to the
policymakers. Understand these connections and the influences for all
stakeholders involved: people, groups, linkage institutions and the policymakers.
Chapter 7: The Mass Media & The Political Agenda
Questions to answer:
1. Using examples from presidential politics, explain why image and the use of
the media are so important in the American political system.
2. Explain the historical development of the print and broadcast media in the
U.S. Use examples to illustrate your answer.
3. How does television define what is newsworthy? Explain where television
finds its news stories and how they are presented to the American public.
4. Describe how the media shape public opinion. What are the consequences of
the media’s influence on public opinion?
5. What is the policy agenda? Who are the policy entrepreneurs and how do
they utilize the media to get their issues on the policy agenda?
6. Explain how the news media affect the scope of government and American
individualism. How have they helped and hindered the growth of democracy
in the United States?
Terms: the terms identified in CH. 7 of the textbook- know the definitions and
how they fit into the context in which they were introduced- think part to whole.
Review your sections on previous study guides about the media from Unit II
and Unit III.
Online site: Additional assistance
http://wps.ablongman.com/long_edwards_ga_12/0,10640,2180014-,00.html
KEY POINT HANDOUT
on Media and Mass Politics:
 Influence on Agenda Setting
 The policy agenda consists of issues that attract the serious attention of
public officials.
 The mass media play an important role in drawing public attention to
particular issues.
 Candidate Centered Political Campaigns
 Political campaigns have become more centered on candidates and less
focused on issues.
 The mass media contribute to the candidate-centered campaigns in the
following ways:
 By replacing speeches and dialogues with sound bites that
average just 7.8 seconds in length.
 By focusing on day-to-day campaign activities such as rallies,
gaffes, scandals, and negative commercials. 24/7 media
scrutiny.
 By engaging in “horse-race journalism.” which emphasizes
how candidates stand in the polls instead of where they
stand on given issues.
Media Bias
….
Excerpt
Since citizens cannot cast informed votes or make knowledgeable decisions on matters of public
policy if the information on which they depend is distorted, it is vital to American democracy that television news
and other media be fair and unbiased.
Liberal bias in the news media is a reality. In a recent Pew Research Center Poll, the majority of Americans
believe that the mass media slant reports in favor of the liberal position on current issues.
[The bias] is not the result of a vast left-wing conspiracy [there is] an unconscious “groupthink” mentality that taints
news coverage and allows only one side of a debate to receive a fair hearing. When that happens, the truth suffers. A
reporter’s job is to present a balanced story. As you read, listen to and watch news stories, you probably already
notice stories that you think are biased. To see if they really are biased, you need to determine if the story falls into
at least one of the several forms in which bias occurs.
The above is excerpted and adapted from How to Identify Liberal Media Bias by Brent H. Baker, Vice President for
Research and Publications at MediaResearchCenter.org. Posted at
http://www.studentnewsdaily.com/identifying_media_bias/
Bias by omission – leaving one side out of an article, or a series of articles over a period of time; ignoring facts that
tend to disprove liberal claims, or that support conservative beliefs; bias by omission can occur either within a story,
or over the long term as a particular news outlet reports one set of events, but not another. To find instances of bias
by omission, be aware of the conservative and liberal perspectives on current issues. See if the conservative
perspective is included in stories on a particular event or policy.
Bias by selection of sources – including more sources that support one view over another. This bias can also be seen
when a reporter uses such phrases as “experts believe”, “observers say,” or “most people believe”. Experts in news
stories are like expert witnesses in trials. If you know whether the defense or the prosecution called a particular
expert witness to the stand, you know which way the witness will testify. And when a news story only presents one
side, it is obviously the side the reporter supports. (Journalists often go looking for quotes to fit their favorite
argument into a news story.) To find bias by use of experts or sources, stay alert to the affiliations and political
perspective of those quoted as experts or authorities in news stories. Not all stories will include experts, but in those
that do, make sure about an equal number of conservatives and liberals are quoted. If a story quotes non-experts,
such as those portrayed as average citizens, check to be sure that about an equal number come from both sides of the
issue in question.
Bias by story selection – a pattern of highlighting news stories that coincide with the agenda of the Left while
ignoring stories that coincide with the agenda of the Right; printing a story or study released by a liberal group but
ignoring studies on the same or similar topics released by conservative groups. To identify bias by story selection
you’ll need to know the conservative and liberal sides of the issue. See how much coverage conservative issues get
compared to issues on the liberal agenda. For example, if a liberal group puts out a study proving a liberal point,
look at how much coverage it got compared to a conservative study issued a few days or weeks earlier. If charges of
impropriety are leveled at two politicians of approximately equal power, one liberal and one conservative, compare
the amount of coverage given to each.
Bias by placement – Story placement is a measure of how important the editor considers the story. Studies have
shown that, in the case of the average newspaper reader and the average news story, most people read only the
headline. Bias by placement is where in the paper or in an article a story or event is printed; a pattern of placing
news stories so as to downplay information supportive of conservative views. To locate examples of bias by
placement, observe where a newspaper places political stories. Or whenever you read a story, see how far into the
story the conservative viewpoint first appears. In a fair and balanced story, the reporter would quote or summarize
the liberal and conservative view at about the same place in the story. If not, you’ve found bias by placement.
Bias by labeling – Bias by labeling comes in two forms. The first is the tagging of conservative politicians and
groups with extreme labels while leaving liberal politicians and groups unlabeled or with more mild labels. The
second kind of bias by labeling occurs when a reporter not only fails to identify a liberal as a liberal, but describes
the person or group with positive labels, such as “an expert” or “independent consumer group”. In so doing, the
reporter imparts an air of authority that the source does not deserve. If the “expert” is properly called a
“conservative” or a “liberal” the news consumer can take that ideological slant into account when evaluating the
accuracy of an assertion. When looking for bias by labeling, remember that not all labeling is biased or wrong. Bias
by labeling is present when the story labels the conservative, but not the liberal; when the story uses more extreme
sounding labels for the conservative than the liberal (“ultra-conservative”, “far right”, but just “liberal” instead of
“far left” and “ultra-liberal”); and when the story misleadingly identifies a liberal official or group as an expert or
independent watchdog organization.
Bias by spin – Bias by spin occurs when the story has only one interpretation of an event or policy, to the exclusion
of the other; spin involves tone – it’s a reporter’s subjective comments about objective facts; makes one side’s
ideological perspective look better than another. To check if it’s spin, observe which interpretation of an event or
policy a news story matches – the liberal or conservative. Many news stories do not reflect a particular spin. Others
summarize the spin put on an event by both sides. But if a story reflects one to the exclusion of the other, then
you’ve found bias by spin.
The above information is excerpted and adapted from How to Identify Liberal Media Bias by Brent H. Baker, Vice
President for Research and Publications at MediaResearchCenter.org.Posted at www.studentnewsdaily.com
OTHER TYPES OF MEDIA TECHNIQUES
A. Testimonial - Implied endorsements from celebrities.
Example Question: Did you know that Ron Paul does not believe Mitt Romney will
make a good president? Do you plan to vote for Obama or Romney in the election?
B. Mudslinging – Name-calling or groundless assertions about another candidate.
Example Question: Do you favor the economic policies of the Democrats, which will
preserve Social Security, or the policies of the Republicans, which will destroy our Social
Security system and leave many of our elderly citizens homeless?
C. Transfer – Use of popular symbols or causes to create a positive connotation for a candidate
or the use of negative or controversial symbols and causes to create a negative connotation of
the competition’s candidate.
Example Question: Knowing that Texas has one of the highest rates of child poverty in
the US, who do you think will be the best candidate for president in 2000, Al Gore or
George Bush?
D. Card stacking – Use of statistics in a one-sided manner; the omission of information that is
crucial to drawing an informed conclusion.
Example: Democratic television ads showing former teachers and college administrators
listing republican George Allen’s failings concerning education. What the ads do not
show is the reasoning behind why he didn’t support certain bills, and that many of the
former teachers and college administrators are disgruntled democrats who lost their
appointed jobs under Allen’s republican administration.
E. Glittering Generalities – Use of very vague words or phrases that may have a positive effect
on the viewer and appeal to a variety of interests.
Example Question: Do you believe that we need a Washington insider or a fresh new
face from outside Washington to lead our country through the next four years?
F. Contrast question or Sandwich question – Juxtaposing positive images of one’s candidate
with negative images of the competition’s candidate.
Example Question: Al Gore trusts the people of the United States, not big corporations. Do you
believe Bush, who calls himself a “Compassionate Conservative” or Gore, who is fighting for the
people not the powerful, will make a better president for most Americans?
Chapter 9: Nominations & Campaigns
Questions to answer:
1. How is a candidate nominated for the presidency (two paths)-chart the
timeline by hand using the handout from Unit III. What functions do
national party conventions perform? What criticisms have been raised about
the nomination process? Is it a representative process? Remember the
evolution of nominations from closed door caucus to convention to primary
system.
2. What are the elements of a successful political campaign? What impacts do
campaigns have on voters? Based on your own opinion, provide 2 examples
of effective campaign strategies used by Romney and 2 more used by
Obama’s campaign.
3. KEY: What is the role of money in campaigns? What campaign finance
reforms have been adopted-answer the worksheet questions below and study
the reforms and provisions. What effects have they had? (Use the videos and
info from Unit II study guide to help- draw upon these connections.)
4. KEY: What are the positive and negative features of Political Action
Committees? How might they affect politicians and policymaking?
5. How do campaign images and issues conflict, or do they? What is the role of
the media in shaping both?
Terms: the terms identified in CH. 9 of the textbook- know the definitions and
how they fit into the context in which they were introduced- think part to whole.
Online site: Additional assistance
http://wps.ablongman.com/long_edwards_ga_12/0,10640,2180131-,00.html
Presidential Campaign Finance Reading Sheet
Federal Election Campaign Act of 1971 (FECA)
The Federal Election Campaign Act of 1971 (FECA) and as amended in 1974, placed limits on
certain political contributions and expenditures, required public disclosure of contributions and
expenditures above certain levels, created a system of public funding of Presidential campaign
activities under the Internal Revenue Code, and established the Federal Election Commission
(FEC). [See the green box in your textbook on p. 193 for the details.]
Buckley v. Valeo (1976)
Buckley v. Valeo, (1976), is a landmark case in election law. In Buckley, the Supreme Court
interpreted and ruled on the constitutionality of the Federal Election Campaign Act of 1971
(FECA).
The Court upheld FECA’s campaign disclosure requirements and contribution limits, finding that
the accompanying restriction on political free speech was justified by “serv[ing] the basic
governmental interest in safeguarding the integrity of the electoral process without directly
impinging upon the rights of individual citizens and candidates to engage in political debate and
discussion.” Also upheld were the provisions for public financing of the president’s campaigns.
For communications to qualify as “express advocacy” and, thus, be regulated, it must contain
the so-called “magic words” which are “explicit words of advocacy of election or defeat.”
Examples of such “magic words” are provided in famous footnote 52 of Buckley v. Valeo, and
include “vote for,” “elect,” “support,” “cast your ballot for,” “Smith for Congress,” “vote against,”
“defeat,” and “reject.”
Other provisions of FECA were struck down. The Court ruled that FECA’s limits on independent
expenditures, a candidate's personal expenditures, and overall campaign expenditures violated
the First Amendment by placing “substantial and direct restrictions on the ability of candidates,
citizens, and associations to engage in protected political expression.”
The Bipartisan Campaign Reform Act of 2002 (also known as McCain-Feingold)
Soft Money Ban
The chief component of the bill is its ban on soft money—the term for donations made to
national political party committees (e.g., the Democratic National Committee, Republican
National Committee, and the Senatorial and Congressional campaign committees) in amounts
and from sources (corporations and unions) not permitted in federal elections. Under previous
law, parties could raise unlimited amounts of soft money, which they were using not only for
party-building activities such as get-out-the-vote efforts, candidate recruitment, and
administrative expenses, but also for candidate-specific broadcast advertising. Under BCRA the
parties can no longer raise soft money.
Restrictions on Electioneering Communications
The bill prohibited corporations, trade associations, and labor organizations from financing
"electioneering communications" within 60 days of a general election and 30 days of a primary
election using "treasury money." An electioneering communication is one that refers to a clearly
identified federal candidate and is targeted to the candidate's state or district. (A corporation's,
trade association's or union's PAC may still run or finance such ads because its funds are, by
definition, hard money). This provision also would require non-corporate or non-union persons
or entities that spend in excess of $10,000 on electioneering communications during a calendar
year to file disclosure reports listing the person(s) making or controlling the disbursements and
the custodian of the records, all contributors who gave more than $1,000 to finance the
communications, and those to whom disbursements of more than $200 have been made.
Hard Money increases under BCRA (using amounts for 2011-12 election season –
contribution limits are increased for inflation in odd-numbered years)
http://www.opensecrets.org/news/assets_c/2011/02/feccontribschedule12-3718.html
Primary Candidates
For primary candidates there is a voluntary system of partial public financing.
After a candidate qualifies by meeting the $100,000 threshold--raising $5000 in 20 states in
contributions of $250 or less--his or her campaign becomes eligible to receive matching funds.
Contributions from individuals of up to $250 are matched dollar for dollar with payments from
the Presidential Election Campaign Fund. They must agree to comply with spending limits,
based on the 1974 figure of $10 million, adjusted for inflation (in 2008 the limit was
$42,050,000)
A candidate who chooses not to participate in the matching funds program can spend as much
as he or she wants, but contributions from individuals still may not exceed $2,400. There is no
limit to how much a candidate can spend of his or her own money. In the 2000 Republican
primary campaign then Gov. George W. Bush declined matching funds and brought in more
than $90 million in individual contributions, a record. In 2004 President Bush again declined
matching funds and there were suggestions that he could raise upwards of $200 million
although he faced no credible Republican challenger. Faced with this prospect, two of the
Democratic candidates, former Gov. Howard Dean (on Nov. 8, 2003) and Sen. John Kerry (on
Nov. 14, 2003), opted out of the public financing system as well.
In 2008 John McCain, Tom Tancredo, John Edwards, Chris Dodd, and Joe Biden qualified for
and accepted public funds throughout the primary process. Hillary Clinton and Barack Obama
decided not to participate in the public financing system.
The public financing system is funded by a $3 tax check-off on individual tax returns to direct
that $3 from the government’s general fund should go to the presidential fund.
Conventions
The major parties receive public funds to put on their national nominating conventions, based on
the 1974 figure of $4 million, adjusted for inflation. In 2008, the two major parties each received
$16,820,000 .(Third parties whose presidential nominees received at least five percent of the
vote in the previous election also can receive funds toward their conventions; none meet this
criterion for 2008). Additionally, non-profit host committees are formed to defray expenses
connected with hosting conventions, and these can accept direct and in-kind contributions from
local businesses, unions and individuals.
General Election
The Democratic and Republican nominees receive grants to cover all expenses in the general
election campaign, based on the 1974 figure of $20 million, adjusted for inflation. In 2008, John
McCain accepted public funds of $84 million. Barack Obama declined public financing and
ultimately raised $778,642,047.
527s
BCRA stemmed the flow of soft money to the parties, but those monies quickly found a new
channel in the so called "Section 527" political organizations. 527s can engage in voter
mobilization efforts, issue advocacy and other activity short of expressly advocating the election
or defeat of a federal candidate. There are no limits to how much they can raise.
In Spring 2004 liberal groups such as America Coming Together (ACT) ("mobilizing voters to
defeat George W. Bush"), The Media Fund ("media buying organization supporting a
progressive message and defending Democrats from attack ads") and MoveOn.org Voter Fund,
drawing backing from billionaire George Soros and others, engaged in a major campaign that
paralleled that of the presumptive Democratic nominee Sen. John Kerry. Republicans protested,
but the FEC declined to stop such expenditures. According to the Center for Public Integrity, 53
committees that focused “largely or exclusively on the presidential election” raised $246 million
in the 2003-4 cycle. All told “527” committees raised and spent just over a half-billion dollars
during the 2003-4 election cycle.”
Supreme Court and BCRA
*McConnell v. FEC - Summary of the Supreme Court's decision
December 10, 2003 McConnell v. Federal Election Commission is the landmark legal case challenging
the constitutionality of the new McCain-Feingold campaign finance law, formally known as the Bipartisan
Campaign Reform Act of 2002 ("BCRA").
The table below summarizes the Court's decisions on the constitutionality of the major components of
BCRA.
What BCRA does
Supreme Court decision
National party soft
money
Prohibits national parties from raising or spending soft
money
Prohibition upheld
State and local
party "federal
election activities"
Requires state & local parties to pay for federal election
activities entirely with hard money or a mix of hard
money and "Levin funds." (donors can give up to
$10,000 for party-building activities)
Requirement upheld
Soft money
fundraising by
federal candidates
and officeholders
Prohibits federal candidates and officeholders from
raising or spending soft money, with certain exceptions.
Prohibition upheld
"Sham"
issue ads;
Prohibitions
Prohibits corporations and labor unions from using soft
money to pay for "electioneering communications" -broadcast ads that mention a federal candidate or
officeholder within 30 days of a primary or 60 days of a
general election and are targeted to that person's
constitutuents
(certain exceptions apply).
Prohibition upheld
Sham
issue ads;
Disclosure
Requires disclosure of "electioneering communications"
(defined above) in excess of $10,000 per year
Disclosure requirement upheld
Increases the dollar limits on contributions from
individuals to candidates and political parties
Increased limits upheld
Contribution limits
Contributions by
minors
Prohibits minors from making contributions to
candidates and political parties
Prohibition on contributions by
minors declared
unconstitutional
Federal Election Commission v. Wisconsin Right to Life, Inc. 2007
The Court created an exception to the limits on broadcast ads within 30 days of a primary or 60
days of a general election. Now an ad can run in that time period unless it explicitly urges the
election or defeat of a candidate. The Court expressed its skepticism for limitations on campaign
speech concluding “Enough is enough.”
Davis v. Federal Election Commission 2008
The Court struck down the “millionaire’s amendment” to BCRA that allowed candidates to
exceed federal limits on fund-raising if they were running against a candidate who spent
$350,000 or more of his or her own money on the campaign.
*Citizens United v. Federal Election Commission (2010)
This case concerns the issue of whether the documentary Hillary: The Movie could be banned
from being shown on TV before the 2008 Democratic convention or whether the ban on
corporate spending on “electioneering communications” 30 days before primaries and 60 days
before a general election should be lifted.
Arizona Free Enterprise Club’s Freedom Club PAC v. Bennett (2011)
In a 5-4 decision, the Court struck down an Arizona law that gave public funds to candidates for
state office to agreed to strict contribution and spending limits. It also gave additional money
when publicly-funded candidates faced big-spending opponents or independent groups. The
Court said that such measures to level the playing field unfairly burden the free-speech rights of
other candidates or groups.
*Cases you should know.
Adapted from
http://www.fec.gov/pages/brochures/contriblimits.shtml
http://www.fec.gov/pages/brochures/pubfund.shtml#8
http://www.fecwatch.org/law/court/mcconnelltable.asp
http://www.brook.edu/dybdocroot/gs/cf/headlines/FinalApproval.htm
http://www.gwu.edu/~action/2004/presfin04.html
http://moritzlaw.osu.edu/electionlaw/ebook/part3/campaign_finance_fed_glossary.html
http://www.npr.org/2011/06/27/137455185/top-court-strikes-down-ariz-campaign-finance-law
http://www.opensecrets.org/news/assets_c/2011/02/feccontribschedule12-3718.html
Name_______________
Campaign Finance Reform Worksheet
Congress passed the Federal Election Campaign Act in 1971 and amended it in
1974 after the Watergate scandals. It was again amended in 1976 and 1979 after
Supreme Court cases.
The Provisions of FECA





Candidates must disclose the sources of both contributions to their campaigns
and the money that their campaigns spend.
In 1974 FECA created the 1)________________________ to administer and
enforce the campaign finance laws. There are six members and no more than
three can be from the same political party and they need four votes for any
action.
Under the law, organizations could establish 2)____________ which are private
organizations created to elect or oppose political candidates in order to promote
legislation that the organization is interested in.
FECA had the following limits on contributions
o Individuals were limited to 3) $________ in donations to any candidate
during any single elections.
o 4)_____________ and 5)___________ were prohibited from spending
money on campaigns, but they could create 6)________________ which
must have at least 50 members, donate to at least five federal candidates,
and cannot give more than 7) $_________ to any candidate in any
election or $15,000 per year to any 8) _________.
o Banks, government contractors, and foreign citizens are also barred from
contributing to political campaigns
FECA also established public funding for 9) ___________ primaries and general
elections. Minor party candidates can receive federal funding if their party had
won at least 10) ______% in the last election. Candidates who accept this money
must agree to obey the legal limits on how much money they spend on the
campaign. There is NO federal funding ever for
11)_________________candidates.
FECA led to the distinction between 12) _______and 13)_________ money.
14)______ money is the money gathered under the limitations of FECA. 15) ________
money can be given in unlimited amounts to 16) _________
_________ for activities
such as voter-registration and get-out-the-vote efforts.
Effects of FECA
1.
2.
3.
4.
5.
6.
Provisions of Bipartisan Campaign Reform Act (McCain-Feingold Bill) 2002
1. Banned 17)_______
_______contributions to political 18)_______.
2. Raised the limit on individual contributions to 19) $______.
3. Raised limit on individual contributions to the 20)_________ from $20,000 to
$25,000.
4. Banned non-partisan “issue ads” by corporations and labor unions 21)____ days prior
to a general election.
BCRA was upheld by the 2003 Supreme Court decision, 22)_______________
23)______ Organizations
These groups take advantage of a provision of the Internal Revenue Code allow
unlimited expenditures. These groups can spend as much money as they want as long
as they don’t 24) ____________________________.
Examples of these organizations
1.
2.
Effects of BCRA
1.
2.
3.
4.
5.
Chapter 10: Elections & Voting Behavior
Questions to answer:
1. How has the American election system evolved? How did the election of
2000 contrast with elections of the past, particularly the elections of 1800
and 1896?
2. What is the electoral paradox of more suffrage and less participation? Why
would we expect people to vote more today and why do they not do so?
How does the voter registration system affect the decision to vote? Policies
effecting voting?
3. What factors determine why people choose to vote? What groups are most
likely to vote and what groups are least likely to vote? What are the
implications of these differences in electoral participation? Given equal
socio-economic status why would minorities be more likely to vote? (link to
CH. 6)
4. Why do people vote the way they do, theories? Which reason do you think is
most important and why?
5. What is the electoral college system and how does it work, particularly the
winner-take-all system? What biases in the electoral process does it
introduce? Should the electoral college system be preserved or abolishedenter the debate, explain both sides and state your opinion.
Terms: the terms identified in CH. 10 of the textbook- know the definitions and
how they fit into the context in which they were introduced- think part to whole.
Online site: Additional assistance
http://wps.ablongman.com/long_edwards_ga_12/0,10640,2180188-,00.html
Sites to explore:
1. Open Secrets- Can money “buy” elections? Influence election results?
http://www.opensecrets.org/pres12/index.php
2. Fundrace- care to see to whom the country? Your state? Your county? Your
neighbors donate to during campaigns? http://fundrace.huffingtonpost.com/
3. Gallup Poll- care to know what the public feels on a variety of issues from a
fairly reliable scientific polling site? http://www.gallup.com/home.aspx
4. Quiz site: want free online quizzes to help prepare for the cumulative exam?
It is never too early to start and see how much you still remember from past
units. http://www.meridian.wednet.edu/~slawrenc/PracticeQuizzes.htm