Political Parties in the United States

Political Science 313

Fall 2008

Sean F. Evans

Office: PAC A-38

Phone: (731) 661-5237

E-Mail: sevans@uu.edu

Introduction

George W. Bush has the lowest sustained presidential approval of any president in modern polling history. And with the continuing ethics problems of Republicans (Stevens, Renzi, Doolittle, Craig, etc.), the problems in Iraq, Afghanistan, and the broader Middle East, rampant government spending, and high energy prices, the public is fed up with Bush and the Republicans. That is why everyone running for president claims the change mantle, perhaps none better than Barack Obama. And if you listen to Obama, he clearly believes this is a transformative election where the public rejects Republican ideas and makes the Democrats the governing party of this generation. With the disgust with the Republicans, he may be correct if he can develop policies that solve America’s problems, expands the Democratic coalition, and restores prosperity and American leadership in the world.

His job may be a lot easier than anticipated because Democrats are having even more success on the congressional and state level. While congress is unpopular, congressional unpopularity is not rubbing off on the Democrats as they lead Republicans in the generic ballot tests on which party the public wants to control congress by 15-20%. Even more important, Democrats are recruiting strong challengers who are outraising their Republican opponents or remaining competitive. Even in races where Republicans should win easily, Democrats are competitive. It is a given that House Democrats will pick up double digit seats and Senate Democrats are within striking distance of winning a filibuster proof majority in the Senate. Moreover, they hope to gain control of state legislatures so they can redistrict states to their advantage in 2010. If they are able to do all of this, then Democrats will rewrite the rules to perpetuate Democratic majorities.

Yet, with everything favoring the Democrats, not all is rosy for the Democrats. First, Obama is polling lower than he should, all things considered, and McCain is the best GOP nominee since his maverick image allows him to distance himself from the GOP. Second, most congressional districts are drawn to elect a member of one party and the margin is so great that there are really only about 15 toss-up seats in the country. Third, most House races are local races where the incumbent has built in advantages. Fourth, the Russian invasion of Georgia raises the specter of a new Cold War and importance of national security experience which helps Republicans. Fifth, while Americans are fed up with Republicans, the Democrats solutions will probably not be that popular.

Consequently, what are the macro and micro factors that shape and determine elections? What role do political parties play in the electoral process? Does it even matter which political party wins? Many citizens seem to subscribe to former Alabama Governor George Wallace’s dictum that, “There is not a dime’s worth of difference between the Democratic and Republican parties.” However, in an age where we have two polarized parties, the choice of who controls congress has a significant impact on the budget, health care, Iraq, Social Security, and/or the Supreme Court. In this course, we are going to answer these questions using theory to guide our look at history and the current electoral climate.

We begin though by examining the nature of parties to determine whether they are electoral or policy based. In addition, you will learn who participates and why, how people decide to vote, who runs for office and why, the strategies that candidates and parties pursue to win office, the role that the media and organized interests play in elections, and the role of parties in legislating. Along the way, hopefully you will become a smarter more effective citizen and learn to express yourself effectively, both verbally and in writing.

Required Readings. You are required to purchase four books for this course. These books are available at Lifeway Bookstore and on the internet.

Semiatin, Richard J. 2008. Campaigns on the Cutting Edge. Washington, D.C.: CQ Press.

Green, John C., and Daniel J. Coffey. The State of the Parties, 5^th ed. Lanham, MD: Rowman and Littlefield Press.

Maisel, L. Sandy and Mark Brewer. 2008. Parties and Elections in America, 5^th ed. Lanham, MD: Rowman and Littlefield Press.

Riordon, William and George Washington Plunkitt. Plunkitt of Tamany Hall. Signet Classics.

In addition, there are a few extra readings available on reserve in the library and/or available on-line. I also strongly encourage you to read a paper, watch the news, etc. due to the importance of this election. Due to the nature of this course, knowledge of current events is necessary to participate in discussions and understand the concepts of this course. While the Jackson Sun is a fine newspaper, I encourage you to examine other news sources. To facilitate this, you may find many useful sources at http://www.uu.edu/personal/sevans/_private/news.htm. In addition, once a week a member of the class will discuss the week’s election news. These short presentations will be approximately 5-10 minutes and will focus primarily on congressional and state elections.

Grading. Your grade for this course is determined from two exams, a group project, your work on a local campaign, and your in-class participation. Exams are all essay because they are the best means of assessing your ability to critique, evaluate, and synthesize ideas. The group project offers the opportunity to bring together readings, lectures, the news, etc. to display an appreciation and critical understanding of elections. There are two exams in this class. The first midterm is Oct. 14 while the final exam is scheduled for Dec. 11. These two exams are worth 50% of your grade. Since you know ahead of time when the exams are scheduled, there are no make‑ups. If you miss the first exam, the final exam will count twice.

This is an upper division course so I have high expectations for the quality of your work. Do not think that you can cram for an exam or put together your project the night before and get a good grade. Union’s athletic teams win consistently not because they put their game plan together the night before they play the big game and they practice an hour before the game. The teams win because of the time and energy they put into preparing for the game weeks and months in advance. Likewise, you should put time and effort into the class before the campaign project and tests are due. While I have high expectations, I do, however, reserve the right to curve grades to your benefit. In addition, what is important is what you know at the end of the semester and not at the beginning. Therefore, if a student makes substantial improvement over the course of the semester, the student’s grade is based on his or her work at the end of the semester (e.g., D on first test and then A on last test and good group project; potential A for the course).

After exams are returned, you must wait 24 hours before discussing the exam with me. This serves as both a cooling off period and as a time for you to reflect upon the exam and what you may have done wrong. We will then sit down and discuss any problems you may have had with the exam, how we can correct this, and how you can improve over the course of the semester. If I make a mistake, I will rectify that, but I do not engage in point grubbing.

Group Project. One of the largest components of the class grade (30%) is your write-up of the campaign strategy of the candidate of your group. After the drop/add date, you will be assigned a candidate and placed in a group. The group/campaign will devise an electoral strategy for your candidate based on information from class, readings, and outside research. You will turn in a group paper and present your strategy to the class on Dec. 17. Since this is a group project, a portion of your grade will come from how your colleagues rate your performance. Some group projects encourage free riding but by having your colleagues assess your participation and contribution, I hope to minimize this since they have strong incentives to punish this behavior. The grade from your colleagues will be weighted on the overall group project grade I assign the group. I will try to give you time in class to meet as a group but more likely than not you will have to meet outside of class as well. The paper consists of several sections:

1. A thorough write-up on the personal and professional background of your candidate: why are they running? What experience do they have? What are they like personally? etc. This part of your project will be the shortest section and the easiest to compile.

2. A campaign strategy based on the information from Part 1 and incorporating ideas from lecture and readings. I cannot stress enough to link your strategies to evidence cited from readings and class – basically, always consider the question: why should a candidate do this? and thoroughly explain. This part will likely be the longest and most difficult section. In this section, I not only expect a detailed electoral strategy that includes the electoral coalition you plan on forming, vice presidential choices, the electoral college strategy, responses to other candidates attacks, etc., but examples of TV ads, free media solutions, fundraising considerations, policy proposals, etc. I strongly encourage you to include maps, pictures, and other visual aids in making your case.

3. An assessment of the potential success of your strategy given the current context in which the candidates are working, and a comparison to the actual strategy being employed by the candidate of your party. Also, evaluate your strategy and the electoral process considering broader issues such as democracy, representation, participation, etc. While this section is somewhat opinion based, it should be deeply grounded in class discussions and readings.

Do not save this research until the last minute. Discussions on various topics will revolve around your research throughout the course, and you will need to keep up with the readings to contribute to group discussions. You can find information on your candidate in numerous ways. The most likely sources will likely be the internet and the class web page will have links to many helpful websites.

This paper should be approximately 40-50 pages. While this may seem rather large, this is not too bad since you are working in a group and the biographical information is easy to compile. The paper and presentations are due on Dec. 17. Due to the continual work of the group, late papers will not be accepted. Your knowledge of this assignment dates from the first day of class. This means that you have the next three months to work on the project. While I am not completely without compassion – and I am normally quite entertained by late paper tales – I will not accept late papers unless you can prove that the world is coming to an end (the odds of proving this are not great).

Participation. I expect all of you to participate in class discussions. This is a means of improving your communication skills and also a means of determining how well you are learning the material. Moreover, feel free to ask questions. Nine times out of ten, if you have a question, there are several other people who have the same question. By asking questions, you help yourself and your colleagues. If you are still confused, I am more than happy to discuss anything relating to the class in my office hours or by appointment. In our class discussions though, I expect you to treat your classmates with the respect that you would like to be accorded when you are speaking.

Class participation is worth 10% of your grade. In assessing participation, students who attend class but do not participate earn a D. Those who show they read but only have a superficial understanding receive a C. Those who read and show they understand the material in discussions receive a B while those who excel by showing a thorough understanding of readings and an ability to connect concepts across lectures, readings, and discussions receive an A. Moreover, you facilitate participation by bringing the relevant reserve readings and textbook to class each day. Finally, when and/or if I curve test or final grades, I reserve the right to withhold the curve from students with poor attendance.

Campaign Work. This is a class on political parties and the electoral process in an election year. While we can talk about campaigns all day long, I believe that you will gain a better appreciation for parties and campaigns by working on a campaign. Consequently, you are required to work a minimum of 10 hours on a campaign this semester. I will provide you a list of campaigns and contacts though you can go outside this list with my approval. You must keep a journal of your activities which is due the class after election day. The journal should include what you did and saw but also an analysis of your time concerning the effectiveness of the campaign, the strategies they pursued, etc. The journal is due Nov. 6 and is worth 10% of your grade.

Cheating. University rules on cheating apply to this class. We are here to test your abilities and not your neighbors or friends. Any one caught cheating receives an automatic "F" for the course and will be referred to the appropriate authorities for university review and punishment.

Extracurricular. Students are expected to attend any special political events this semester.

Special Needs. Students with disabilities who may need academic accommodations should discuss options with the instructor during the first two weeks of class.

A Final Comment: This syllabus is not a contract. I reserve the right to make changes to accommodate guest speakers and special events.

Class Outline

Sept. 8 Introduction

Sept. 10 Parties and Democracy

George Washington’s “Farewell Address” (http://www.yale.edu/lawweb/avalon/washing.htm) and APSA Committee on Political Parties “Toward a More Responsible Two-Party System” on reserve

Sept. 12 Party Systems

MAISEL, ch. 2; Green, chs. 2-5

Sept. 15 Party Systems

Sept. 17 The Party in the Electorate

Green, chs. 16-19

Sept. 19 Party in the Electorate

Sept. 22 Realignment or Dealignment?

Sept. 24 Party as a Team of Candidates

Schlesinger “A Theory of Political Parties” on reserve

Sept. 26 Party as a Team of Candidates

Sept. 29 Party as Cause Advocate

Wilson “The Amateur Democrat” on reserve

Oct. 1 Party Organizations

MAISEL, ch. 3; Green, chs. 10 & 12; Semiatin, ch. 7

Oct. 3 Political Machines

Riordon’s Plunkitt of Tamany Hall

Oct. 6 Political Machines

Oct. 8 Third Parties

Green, chs. 14-15 and Lowi “Toward a More Responsible Three-Party System” on reserve

Oct. 10 Catch Up

Oct. 13 First Mid-Term

Oct. 15 Who Participates?

MAISEL, ch. 4

Oct. 17 Fall Break

Oct. 20 How Voters Decide?

MAISEL, ch. 5

Oct. 22 The Decision to Run

MAISEL, ch. 7

Oct. 24 Rules of the Game: Nomination Rules

MAISEL, ch. 9

Oct. 27 Campaign Strategy: The Strategic Environment

MAISEL, ch. 10; Craig, chs. 1-2 & 10

Oct. 29 Campaign Strategy

Oct. 31 Campaign Strategy

Nov. 3 Campaign Financing

MAISEL, ch. 11; Green, chs. 6-7; Semiatin, Ch. 2 & 9

Nov. 5 The Meaning of Elections: Discuss Tuesday’s Election

Campaign Journal Due

Nov. 7 Air War: Campaign Ads

Semiatin, Ch. 3

Nov. 10 Air War: Campaign Ads

Nov. 12 Air War: The Media

MAISEL, ch. 12; Semiatin, Ch. 9

Nov. 14 Air War: The Media

Nov 17 Ground War

Green chs. 10-11; Semiatin, Ch. 6

Nov. 26-28 No Class – Happy Thanksgiving

Nov. 19 Internet

Green, ch. 8; Semiatin, Ch. 4

Nov. 21 Interest Groups and Campaigns

Green, ch. 8; Semiatin, ch. 8

Nov. 24 State and Local Elections

Maisel, chs. 6-7

Dec. 1 Campaign Ethics

Garrett, Herrnson, and Thurber “Perspecetive on Campaign Ethics” on reserve; Semiatin, Ch. 12

Dec. 3 The Future of Political Parties

MAISEL, ch. 14; Semiatin, Ch. 7

Dec. 5 Future of Parties

Dec. 8 Party in Government

Dec. 10 Catch Up

Dec. 12 Final Exam

Dec. 17 Campaign Strategy Presentations 8am