Resources for Week Three Discussion – Presidential Leadership and the Electoral College
Before participating in this week’s discussion, “Presidential Leadership and the Electoral College,” review these
resources:
1. Read this chapter from the text, American Government:
a. Chapter 5 – The Presidency.
2. Read the following articles from the ProQuest (Search All) database in the Ashford University Library:
a. Electoral College 101.
(2008, November 3). Electoral College 101. New York Times Upfront, 141(5), 6-7.
(This brief article presents a basic description of how the Electoral College works.)
b. Why the Electoral College is bad for America.
Madonna, G. T. (2005). Why the Electoral College is bad for America. Presidential Studies Quarterly,
35(2), 411-412.
(This brief article reviews a book of the same name which argues that the historical purposes of the
Electoral College are irrelevant to contemporary American politics.)
3. Read the following article:
a. What are the arguments made in favor – and against – the Electoral College?
Bates, N. (2004, October 26). What are the arguments made in favor – and against – the Electoral
College? History News Network. Retrieved from http://hnn.us/articles/8163.html
(This brief article reviews pro and con arguments about the Electoral College.)
4. Read one of the following articles from the ProQuest (Search All) database in the Ashford University Library:
a. The strategic president: Persuasion and opportunity in presidential leadership.
Canes-Wrone, B. (2010). The strategic president: Persuasion and opportunity in presidential leadership
[Review of the book The strategic president: Persuasion and opportunity in presidential leadership, by
G. C. Edwards, III]. Presidential Studies Quarterly, 40(3), 572-574.
(The book reviewed in this brief article argues that presidents can best achieve change when they exploit
existing opportunities rather than try to persuade others to alter their opinions or behavior. Effective
presidents are facilitators who recognize opportunities, prioritize among them, and, only marginally,
convince a few undecided actors to support certain goals.)
b. Who leads whom? Presidents, policy, and the public.
Eshbaugh-Soha, M. (2007). Who leads whom? Presidents, policy, and the public [Review of the book
Who leads whom? Presidents, policy, and the public, by B. Canes-Wrone]. Presidential Studies
Quarterly, 37(3), 567-568.
(The book reviewed in this article argues that presidents take advantage of current public support to
maximize their legislative influence rather than trying to motivate (from the “bully pulpit”) a generally
uninterested American public to support their policies.)
c. The provisional pulpit: Modern presidential leadership of public opinion.
Towle, M. (2011). The provisional pulpit: Modern presidential leadership of public opinion [Review of
the book The provisional pulpit: Modern presidential leadership of public opinion, by B. Rottinghaus].
Congress & the Presidency, 38(1), 126-128.
(The book reviewed in this article analyzes the circumstances in which presidents have the best chance of
leading and influencing public opinion.)
d. Presidential leadership in political times: Reprise and reappraisal.
Walcott, C. E. (2009, June). Presidential leadership in political times: Reprise and reappraisal [Review of
the book Presidential leadership in political times: Reprise and reappraisal, by S. Skowronek].
Presidential Studies Quarterly, 39(2), 426-427.
(The book reviewed in this article argues that presidential leadership is limited or expanded by their
political circumstances and that it is erroneous to assert that any president can be “great” if only he does
the job right.)
5. Read one of the following articles from the ProQuest (Search All) database in the Ashford University Library:
a. Selecting the nation’s CEO: A risk assessment of the Electoral College.
Barnett, A. (2009). Selecting the nation’s CEO: A risk assessment of the Electoral College. Journal of
Management Issues, 21(4), 443, 447-460.
(This academic article analyzes the probabilities that the winner of the Electoral College vote will not also
win a majority of the national popular vote.)
b. Support for nationalizing presidential elections.
Karp, J. A. (2010, December). Support for nationalizing presidential elections. Presidential Studies
Quarterly, 40(4), 771-793.
(This academic article discusses how reform proposals focus on a single national election in which the
nation’s interests, rather than state interests, are paramount. It analyzes 2008 public opinion data about
changing to a national election system.)
c. How the Electoral College influences campaigns and policy: The probability of being Florida.
Strömberg, D. (2008). How the Electoral College influences campaigns and policy: The probability of
being Florida. The American Economic Review, 98(3), 769-807.
(This academic article analyzes how U.S. presidential candidates should allocate resources across states to
maximize the probability of winning the election, based on a model of political competition under the
Electoral College system.)
6. Read one of the following articles from the ProQuest (Search All) database in the Ashford University Library:
a. Courting every voter in America.
Durgy, E. (2011, October 10). Courting every voter in America. Forbes, 1.
(This brief article explains and justifies the National Popular Vote compact, describing the efforts of one
particular businessman to convince state legislatures and governors to support it.)
b. GOP leaders united in defense of the Electoral College.
Gizzi, J. (2011, May 30). GOP leaders united in defense of the Electoral College. Human Events, 67(20),
5.
(This brief article critiques “liberals” who would create a de facto popular vote method of electing the
president without amending the Constitution.)
c. California votes to bypass Electoral College.
Loeb, M. (2011, August 9). California votes to bypass Electoral College. National Journal.
(This brief article describes a bipartisan movement to convince state legislatures to commit their electoral
votes to the candidate who wins the popular vote in order to avoid outcomes like the 2000 election when
George W. Bush won the presidency despite losing the national popular vote.)
d. The 2012 election will come down to seven states.
Sabato, L. J. (2011, September 6). The 2012 election will come down to seven states; National polls are
nice, but Electoral College math is what matters. Wall Street Journal (Online).
(This brief article analyzes the projected key battleground states for winning combinations of electoral
votes in the 2012 presidential election.)
e. Electoral College reform tilts presidential balance.
Will, G. (2011, October 15). George Will: Electoral College reform tilts presidential balance. San Gabriel
Valley Tribune.
(This brief article critiques two proposals for changing the winner-take-all system for determining how a
state’s electoral votes are cast for a presidential candidate.)
f. What’s wrong with the NPV?
Wolverton, J. (2011, September 19). What’s wrong with the NPV? The New American, 27(18), 25-28.
(This short article critiques the proposed National Popular Vote compact that has been approved by
several state legislatures.)

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

 

Presidential   Leadership and the Electoral College

Americans expect their presidents to get things done, to solve problems, to govern effectively, and to be strong leaders. The framers of the Constitution did not envision such presidential leadership. A scholar of the presidency points out that Article II of the Constitution gives the president scant formal power to influence congressional policy-making (Simon, n.d.).  He also notes that the framers intentionally designed a process for selecting presidents that would minimize their political power – the Electoral College. They hoped this institution would insulate the chief executive from the public because they feared the power of presidents who might be elected by the people. Therefore, the Constitution provides that “Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entitled in the Congress…” Having state legislatures “appoint” the Electors who select the chief executive would minimize the president’s capacity to lead on the basis of his popular support. In a very real sense, the president would not be accountable to the people but rather to the state legislatures who appoint Electors. This procedure was also seen as a way to encourage the selection of statesmen with “characters preeminent for ability and virtue” rather than mere politicians with “talents for low intrigue, and the little arts of popularity” (Hamilton, 1788).
The practice of state legislatures appointing Electors continued for many years. Most American history texts do not report national presidential vote totals before 1824 because 25% of the states were still not holding presidential elections by that year. Even as late as 1876 the state of Colorado’s legislature appointed Electors. As states moved away from legislative appointment to the current system of allowing a state’s Electors to be chosen by a winner-take-all popular vote, the primary rationale for the Electoral College was forgotten in history. At the same time, public expectations of strong presidential leadership were rising.
This creates a problem well illustrated by the disputed election of 2000. George W. Bush was elected president with 271 electoral votes to Al Gore’s 266 electoral votes. However, Gore amassed 543,895 popular votes more than Bush. Also, because some disputed votes in Florida made unclear which candidate should receive the state’s electoral votes, the Florida Supreme Court ordered a full recount of the Florida vote. But the U.S. Supreme Court intervened and stopped the recount, thereby in effect awarding Florida’s electoral votes to Bush. While arguments continue to this day about the legitimacy of the U.S. Supreme Court’s intervention, the 2000 election illustrates a glaring weakness of the Electoral College system – selecting a president whose authority may be diminished by the dubious circumstances of his or her election. The election of 2000 also has fueled a long ongoing debate about whether the Electoral College should be abandoned in favor of method which insures that the candidate elected has the most popular votes. Would this outcome be more consistent with contemporary public expectations about the president’s role as a national leader who can get things done?
Before writing your initial post, review the assigned resources. To easily access the resources from the Ashford University Library, please see the table located in the Course Materials section.
In your initial post of at least 200-250 words, briefly summarize how the Electoral College works.  Explain some of the main pros and cons in the debate about whether to keep or abolish the current Electoral College process. Also explain one proposal to change how the system works without formally abolishing it. Evaluate the various arguments and the proposal. Include at least two perspectives in your assessment:

• Your judgment about the relevance of the Electoral      College’s underlying rationale to contemporary America.
• Your judgment about its impact on presidential      leadership capacity.

Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
By Day 7, respond to at least two of your classmates’ initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question about your peer’s post while explaining why your question is significant, or state a perspective that contrasts with your peer’s while explaining or justifying your position).
References:
Hamilton, A. (1788). The Federalist Papers, Number 68.
Simon, D. (n.d.). Public expectations of the president. Retrieved from faculty.smu.edu/dsimon/AMPres07Up/SimonExpectations.doc

 

Respond

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Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

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