Does Money Talk?

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Overview

In this lesson students will examine the role of money in politics and investigate whether or not money gives some people more influence than others.

 

Grade Levels

9–12

 

Objectives

Students will:

• describe the role that money plays in politics; and
• write an editorial that explains whether or not they think money gives some people too much influence in government.

Estimated Time

2 days

 

Materials Needed

• E-Learning Module: Understanding Representative Democracy
• Internet connection with Macromedia FLASH ® enabled
• Projection device

Procedure

Day 1

1. Explain to students that individuals and groups often contribute money to politicians’ campaigns. Ask the following questions: “Why do people contribute money to a particular campaign? What do they expect in return for their money? Do you think everyone expects the same thing? What do campaign contributors get in return? Do they buy access [a meeting with a politician]? Or something else?”
2. Divide the class into four groups. Ask the first group to find out how much the average House and Senate campaign costs and what the contribution limits are for individuals and Political Action Committees (PACs). Students in this group should consider whether contributing the maximum amount allowed gives individuals or PACs more access to legislators. This group should then look at where most of the money goes in a campaign [to the media for political TV ads] and consider where else politicians could look for money to fund their campaigns. Ask students in the second group to find out how “vote buying” could be proved or disproved. They should be prepared to discuss whether or not it is fair to assume that a campaign contribution is the only explanation for why legislators vote a certain way. If a legislator votes according to the wishes of a majority of his/her constituents, but also receives legal campaign contributions that happen to support the vote, is that wrong? Ask students in the third group to visit the Project Vote Smart Web site and analyze information about their local representatives. Students in this group should carefully examine the campaign finance data about their local representatives and their voting records. Students in this group should then determine if there is a correlation between the representatives’ voting history and the amount of money that individuals or PACs contributed their campaigns. The students in this group should also prepare a list of other influences that may have determined a representative’s votes besides the campaign contributions he or she received. Ask students in the fourth group to visit Project Vote Smart and analyze information about their senators. Students in this group should carefully examine the campaign finance data about their senators and their voting records. Students in this group should then determine if there is a correlation between the senators’ voting history and the amount of money that individuals or PACs contributed to their campaigns. The students in this group should also prepare a list of other influences that may have determined a senator’s votes besides the campaign contributions they received.

Day 2

1. Allow each group to present its findings. Have each group answer any questions that may arise.
2. Use a projection device to show “The Role of Money in Politics” video clip in the Understanding Representative Democracy E-Learning module. Encourage students to take notes and pay particular attention to the importance of money in politics.
3. As a class, discuss whether or not there really is too much money in politics. Have students talk about why money is needed to run a campaign and think about the number of different interest groups that support one politician. Explain to students that politicians are often approached by many interest groups with opposing viewpoints. Tell students that many people think that Members of Congress vote for legislation because a certain interest group gave a significant contribution to their campaign. Ask them if there are other reasons for why Members of Congress might vote the way they do besides campaign contributions. Ask students to think about why individuals and groups contribute money to politicians’ campaigns. Tell students that many people believe that legislators support or oppose certain bills only because an interest group has contributed to their campaigns. People often do not consider the fact that many groups contribute money to a political candidate because the candidate already has views similar to theirs and will support legislation that will benefit the group, so they want to keep him/her in office.
4. For homework, ask students to write an editorial in which they discuss whether or not they think money gives some people too much influence and explain why they hold this viewpoint.

Extension Activity

Explain to students that the United States has some public financing for Presidential candidates.

Tell them adults can check off a box on their income tax returns that gives $3 of their tax receipts to this public campaign fund that is split equitably among all the candidates running. Have them find out what percentage of citizens check off the box and how much money there is in the fund. Some countries and some states in the United States finance the campaigns of all candidates for their legislative offices from general, not private, funds. Have students debate whether or not the United States should have a public financing system for campaigns and prohibit all private donations.

 

Assessment

Basic Concepts and Processes

Ask your students the following questions and assess their knowledge of key concepts taught in this lesson.

1. Describe the role that money plays in politics. Why do individuals and groups contribute money to politicians’ campaigns? Why is money important in politics?

2. Do you think money gives some people too much influence in government? Why or why not?

Scoring Guide for Editorial

Elements	Possible Score	Assigned Score	Notes
Correct spelling	10
Correct Grammar (sentence structure, punctuation, )	10
Good beginning, middle, and end	10
Briefly describes why money is needed in politics	15
Discusses whether or not money gives some people too much influence in government	35
Defends position	20

Lesson Plan Feedback

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