Teaching Ideas for Chapter 9:
Nominations and Campaigns
The great length and cost of American campaigns is unusual when compared to the systems used in other nations. Refer to the systems used in other Western democracies for comparison and contrast. Ask students to reflect on what changes (such as types of candidates) might occur if the United States adopted a shorter campaign period. Preface the assignment with a reminder that reforms often are accompanied by unintended (and unforeseen) consequences, and ask your class to consider the implications of this possibility. Brief reading selections could be placed on reserve in the library to supplement this section.
Critics believe that a disproportionate amount of attention is paid to the early caucuses and primaries. Refer your students to Figure 9.1 (which shows how critics think America's media-dominated campaigns are distorted by early primaries and caucuses) and You Are the Policymaker: National and Regional Presidential Primary Proposals (which describes proposals for a national primary or a series of regional primaries). Divide the class into three groups, and have each group defend one system--a single national primary, a series of regional primaries, and the current system of state primaries held on various dates from February through June.
As a class project, have each student interview a recent candidate for a local office to get the candidate's reaction to questions of ethics in campaigning. (If your class is large, consider dividing the class into teams to avoid overwhelming local candidates with requests for interviews!) What is the candidate's views on the nature of the campaign process? Are there any concerns with possible invasion of privacy? Is "mud-slinging" becoming more of a problem? Is there a link between campaign expenditures and the number of votes received?
If this is an election year, have students gather campaign material from both the Democratic and Republican local headquarters. Compare both the style and content of the literature. Suggest that students volunteer to work for a few hours for one of the parties, then compare notes in class about their experiences.
Bring information to class on the procedures for voter registration. Consider using your class as the basis for a voter registration drive on campus. Information, publicity, and transportation are often problems for students who would like to vote.
The textbook says this: Reformers in the nineteenth and twentieth centuries held that the solution to democratic problems was more democracy.... In principle, more democracy always sounds better than less, but it is not such a simple issue in practice." This statement could be the basis for a provocative class discussion and analysis.
Review and discuss the issue of "soft money" raised in congressional hearings during the summer of 1996. What allegations were made against the Democrats? the Republicans? How and why has soft money become so important in elections? Ask students to research current proposals for campaign finance reform, using either government documents or the Internet. Will the proposed reforms improve the campaign finance system?