United States Government and Politics
Teacher’s Guide
Unit 3: Political Parties, Interest Groups, and Mass Media
UNIT OVERVIEW
Democracy is a do-it-yourself operation: It permits citizens to be involved in making policy
decisions. In the American political system, citizens, both as individuals and as member of
groups, organize and communicate their concerns to elected officials. This participation manifests
through political party activity, elections, interest group formation, and media messages. Citizen
groups play two important roles: getting public officials elected and influencing public policy.
These two roles are inexorably intertwined. This unit examines the methods by which people
exercise their democratic right to participate in the process of self-government we call democracy.
OBJECTIVES
In this unit, students will learn to
• understand the nature and evolution of the two-party system in the United States
• identify how citizens organize and communicate interests and concerns to elected officials
• explain the purpose and characteristics of election campaigns at each level of government
• analyze why people form interest groups and what role interest groups play in the political
system
• understand the electoral process at national and state levels
• investigate the role of the media in the American electoral system
VOCABULARY REVIEW
1. Before beginning the unit, distribute the Vocabulary Review handout to the class. Organize
the class into four groups and assign each group one of the four topics listed on the handout.
The topics are political parties, elections, interest groups, and mass media. Instruct the groups
to define each term listed under their assigned topic. Have students keep a list of the terms
and definitions in their notebooks or class notes.
2. Have groups prepare 10 multiple-choice questions concerning the words listed under their
topic. Instruct students to follow the style used on AP exams and to offer five answer
choices. Remind groups to provide the correct answer for each question.
3. Have each student make a written copy of the questions developed by his or her group or
make photocopies of the questions for each group member. Then reorganize the class into
groups of four students, one from each of the original four groups. Have students in each new
group take turns testing their fellow members on the questions about the vocabulary terms.
INTERPRETING DATA ACTIVITY
1. After a discussion of the role of third parties in the American electoral system, distribute the
Interpreting Data handout. Instruct students to analyze the two tables and to answer the
questions on the handout.
2. Review with students their responses to each question. Lead a class discussion of the
presidential elections of 2000 and 2004. Point out the role third parties played in the 2000
election and ask students which major party each third party probably drew votes from. Then
have students make predictions about the outcome of the 2000 election if there had been only
the two major parties. Discuss the advantages and disadvantages of third parties.
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Teacher’s Guide
Unit 3 continued
3. You may also wish to discuss with students the geographical divide between the major
parties that characterized the 2000 and 2004 elections. Ask students which states are typically
considered “red” states and which are “blue” states. Point out to students that some states are
swing states and are not considered either red or blue. If time permits, have students create or
analyze a map of the United States that indicates red states, blue states, and swing states.
CLASSROOM ACTIVITIES
Use the activities below to enhance your classroom instruction of key concepts from the unit.
Activity One: Examining Party Identification (60 minutes)
1. After discussing political parties with the class, pass out the handout titled Examining Party
Identification to the class. Discuss with students the idea that certain trends correspond to
party identification. For example, Republicans tend to favor smaller government and prefer
less emphasis on social spending. Remind students that age, gender, ethnicity, and family can
all be factors in party identification.
2. Tell students that they will conduct an unscientific survey on party identification. Distribute
the Examining Party Identification handout. Instruct students to make a list of at least five
individuals of varying political beliefs to interview for their survey.
3. Instruct students to conduct interviews with the individuals they identified. Have students
take notes on the handout of their findings. Students should ask each subject some basic
information, such as gender and age, and then ascertain their views on the issues listed in the
chart. For example, students should ask if each subject supports or opposes gun control.
4. Have students analyze the results of their surveys and write a short summary of their
findings. Then have students compare their results.
Activity Two: Researching Interest Groups (30 to 45 minutes)
1. Review with students the main types of interest groups, including agricultural groups,
business groups, labor groups, cause-based groups, societal groups, and professional groups.
Recap the various types of activities in which each type of interest group may participate.
2. Distribute the handout titled Alphabet Soup for Interest Groups. Tell students that they
will research several major interest groups. Have students use the library, the Internet, or
other sources to research each group. Students should identify the interest group, its primary
purpose, and its current priorities. You may also wish to have students identify the type,
methods, and potential members of each group listed on the handout.
3. Review student responses with the class. Ask students what groups they were familiar with
before they researched the list.
Activity Three: Evaluating the Media (60 minutes)
1. In this activity, students will spend time watching television news broadcasts and analyze the
ways in which the broadcast media covers politics and current events.
2. Start by leading a class discussion of television news reports. Ask students to describe what
they know of these broadcasts and the topics they cover. Tell students that they will
investigate and analyze a particular news broadcast.
3. Organize the class into small groups, and pass out the Evaluating the Media handout.
Instruct groups assign each member a night to view a news broadcast. Each group member
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Teacher’s Guide
Unit 3 continued
should select a different broadcast to watch. Limit students to the major news networks, such
as ABC, NBC, CBS, CNN, MSNBC, or Fox News. Students may wish to record their
selected news broadcasts in order to note their observations.
4. Have students use the handout to record observations of their selected news broadcast.
Remind students to pay attention to the topics of each news story, the order in which news
stories were presented, and the advertisements that were aired during the broadcast.
5. When students have completed their observations, have each group meet to compare notes.
Students should identify similarities and differences between each broadcast. What topics did
each broadcast cover? In what order were they presented? Were there similarities or
differences in the way the broadcasts presented stories or in their objectivity?
6. Have each group record their conclusions and share them with the class. Discuss with the
class the influence that broadcast news has on the public.
Activity Four: Understanding Interest Groups (45 to 60 minutes)
1. In this activity, students will create a hypothetical interest group and develop a plan to
influence policy decisions. Distribute the Understanding Interest Groups handout.
Organize the class into small groups and allow each group to select an issue to address.
Instruct each group to formulate an action plan for their new interest group. Groups should
use the handout to record their action plan.
2. When each group has finished, ask students to present their plan to the class. Have students
vote on which presentation would win the “excellence in political action award.”
Activity Five: Predicting an Election (60 minutes)
1. Tell students that in this activity they will examine current issues and election results from a
particular state and predict the outcome of the next general election in that state. Organize the
class into pairs and have each group select a state to research.
2. Instruct students to use the library, the Internet, or other resources to research their selected
state’s recent voting history, current issues of importance, and demographics. Remind
students that state-level departments of state, the U.S. Census Bureau, the Federal Election
Commission, and local media outlets are all good places to begin their research.
3. Have students collect relevant data for their state and use it to draw conclusions regarding
future voting trends. Remind students to consider national, state, and local factors in making
their decisions.
4. When each pair has reached a conclusion, have them prepare a five-slide multimedia
presentation that examines the following factors for their assigned state: key issues,
demographic information, past election results, predictions for next general election, and
support for predictions. Have each pair share its presentation with the class.
UNIT SUMMATIVE ACTIVITY
Candidate School (2 to 3 class periods)
1. As a closing activity for this unit, have students create and conduct a candidate school.
Explain to the class that candidate schools serve to recruit individuals interested in running
for office and to educate them in key skills that candidates and elected officials should have.
Point out to the class that most candidate schools are held at the local level, although
informal training takes place at all levels.
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United States Government and Politics
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AP Review and Activities
Teacher’s Guide
Unit 3 continued
2. Organize the class into small groups and distribute the Candidate School handout. Review
with the class some of the topics that might be covered at candidate school, such as dealing
with lobbyists, raising money, and campaign advertising. Ask students what lessons or advice
they consider crucial for anyone interested in running for public office. Have each group
select a different topic on which to present a lesson at candidate school.
3. Allow students time to research their selected topics. Have students use textbooks, library
resources, the Internet, or other sources for their research. Instruct students to look for
information on policies, procedures, or best practices that a candidate should know.
4. Instruct each group to prepare a lesson on its topic for the class. Remind students that their
goal is to educate and train potential candidates on running for or serving in office. Have
each group present its lesson to the class. Then have the class discuss how each topic might
benefit potential candidates and officeholders.
UNIT SUMMARY
Use the Unit Summary pages to help students review key concepts from the unit.
UNIT PRACTICE TEST
Have students complete the Unit Practice Test as a review of unit content and as practice for the
AP exam. For a more realistic test experience, you may want to specify the amount of time
students have to complete each portion of the practice test. The suggested time for Part 1, the
multiple-choice portion, is 30 minutes; for Part 2, the free-response portion, the suggested time is
25 minutes per question.
FOR MORE INFORMATION
For more information on the topics in this unit, you may find the resources below useful.
Battle Creek Area Chamber of Commerce Public Candidate School
http://www.battlecreek.org/candidateschool/
Center for Politics at the University of Virginia
http://www.centerforpolitics.org/
Political Advocacy Groups: A Directory of United States Lobbyists
http://www.vancouver.wsu.edu/fac/kfountain/
Youth Leadership Initiative
http://youthleadership.net
Graber, Doris A. Mass Media and American Politics. Washington, DC: CQ Press, 2006.
Shafritz, Jay M. The Dorsey Dictionary of American Government and Politics. Chicago: The
Dorsey Press, 1988.
Sabato, Larry J., A More Perfect Constitution, New York: Walker and Company, 2007.
Herrnson, Paul S., Ronald G. Shaiko, and Clyde Wilcox, eds. The Interest Group Connection:
Electioneering, Lobbying, and Policymaking in Washington. Washington, DC: CQ Press, 2004.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
United States Government and Politics
Vocabulary Review
Unit 3: Political Parties, Interest Groups, and Mass Media
DIRECTIONS As you study the unit, check your understanding of the key
terms below.
Political Parties
Elections
Interest Groups
Mass Media
convention
campaign funding
527 groups
bias
dealignment
campaign manager
agricultural groups
broadcast media
Democratic Party
caucus
business groups
electronic media
independent
candidate
congressional
district
campaign finance
laws
investigative
journalism
incumbent
critical election
cause-based groups
equal-time rule
gerrymandering
electoral college
endorsements
exit poll
libertarian
general election
FEC
fairness doctrine
moderate
get out the vote
individual donations high-tech politics
national delegate
incumbent
interest groups
mass media
party-building
activities
negative
campaigning
political action
committees
media effects
party identification
nominating process
labor unions
media events
party platform
precincts
leadership PACs
objectivity
party realignment
plurality
lobbyist
opinion polls
political ideology
political consultant
grass roots groups
print press
Republican Party
primary elections
professional groups
propaganda
superdelegate
special elections
public funding
public opinion
third party
swing states
societal groups
sample
soft money
sampling error
trade associations
sound bite
two-party system
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
United States
Government and Politics
Interpreting Data Activity
Unit 3: Political Parties, Interest Groups, and Mass Media
DIRECTIONS Carefully examine the information in the tables below and
answer the questions that follow each.
PRESIDENTIAL ELECTION RESULTS, 2000
Percentage of Popular Vote
Candidate
Party
George W.
Bush
Republican
Albert Gore
Ralph Nader
National California Georgia
Ohio
Pennsylvania
47.9
41.7
55.0
50.0
46.4
Democratic
48.4
53.5
43.2
46.5
50.6
Green
2.8
3.9
0.0
2.5
2.1
Harry Browne Libertarian
0.4
0.4
1.4
0.3
0.2
Pat Buchanan
Reform
0.4
0.4
0.4
0.6
0.3
Howard
Phillips
Constitutional
0.1
0.1
0.0
0.1
0.3
0.0
0.0
0.0
0.1
0.1
Other
Sources: California Secretary of State, Federal Election Commission, Georgia Secretary of State, Ohio Secretary
of State, Pennsylvania Department of State
ANALYZE
1. Who won the national popular vote in 2000? By what percentage did he win the
popular vote? Why did he not win the presidency?
____________________________________________________________________
____________________________________________________________________
2. How did third-party candidates fair in the 2000 presidential elections?
____________________________________________________________________
____________________________________________________________________
3. Compare the election results of each of the states listed in the table. How does each
compare to the national tally?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Interpreting Data Activity
Unit 3 continued
PRESIDENTIAL ELECTION RESULTS, 2004
Percentage of Popular Vote
Candidate
Party
National California Georgia
Ohio
Pennsylvania
George W.
Bush
Republican
50.7
44.4
58.0
50.8
48.5
John Kerry
Democratic
48.3
54.4
41.4
48.7
51.0
Michael
Badnarik
Libertarian
0.3
0.4
0.6
0.3
0.4
Michael
Peroutka
Constitutional
0.1
0.2
0.0
0.2
0.1
David Cobb Green
0.1
0.3
0.0
0.0
0.1
Other
0.5
0.3
0.0
0.0
0.0
Sources: California Secretary of State, Federal Election Commission, Georgia Secretary of State, Ohio Secretary
of State, Pennsylvania Department of State
ANALYZE
4. In what ways were the 2004 election results similar and different to those of 2000?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Comparing the two tables, what trends can you identify for each state?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. Political observers have used the terms red state and blue state to indicate party
affiliation of some states. What do those terms mean? How might each of the states in
the two tables be classified?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
United States Government and Politics
Activity 1
Unit 3: Political Parties, Interest Groups, and Mass Media
Examining Party Identification
DIRECTIONS Select at least five individuals who represent a range of
political beliefs. Interview each person to gather information regarding his
or her opinions on a range of political issues. Use the chart below to record
your findings.
Interview 1 Interview 2 Interview 3 Interview 4 Interview 5
Party identification
Gender
Age
Race/ethnicity
(optional)
Views on Issues
Abortion rights
Affirmative action
Defense spending
Environment
Gun rights
Healthcare
Size of government
Social Security
Social welfare
programs
Tax cuts
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Activity 2
United States Government and Politics
Unit 3: Political Parties, Interest Groups, and Mass Media
Alphabet Soup for Interest Groups
DIRECTIONS Interest groups often go by the acronym that is formed by
the first letter of each word in their official name. For each acronym listed
below, identify the interest group, its purpose, and current issues of
importance to that group.
Acronym
Interest Group
Purpose
Issues
AAPD
AARP
ACLU
AFA
AIPAC
CAIR
MALDEF
NAACP
NAM
NEA
NRA
NRLC
NOW
VFW
UAW
UCSUSA
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
United States Government and Politics
Activity 3
Unit 3: Political Parties, Interest Groups, and Mass Media
Evaluating the Media
DIRECTIONS Working with a group, you will investigate similarities and
differences between news sources, including the major national news
networks and local news outlets. Your team will watch several news
broadcasts on a selected evening and compile your information below.
Each member of the group should watch a different news broadcast. For
each separate news story, note the topic, reporter, location, and length of
the report. Note when advertisements break into the broadcast, how long
each broadcast lasts, and what is being advertised. Note any other pertinent
details in the space provided.
Network/Channel _________________________________________________________
Owner__________________________________________________________________
Date and time of broadcast__________________________________________________
Anchor/reporter __________________________________________________________
Lead story_______________________________________________________________
_______________________________________________________________________
Other stories _____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Advertisements __________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Total news time __________________________________________________________
Total advertising time _____________________________________________________
Notes __________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Activity 4
United States Government and Politics
Unit 3: Political Parties, Interest Groups, and Mass Media
Understanding Interest Groups
DIRECTIONS Create an interest group based on one of the key issues
listed below. If you choose to focus on an issue not listed, be sure to have
your selection approved by your teacher before you begin your work. Use
the space provided to develop a plan of action for your interest group to
further its cause with the public and with policy makers.
KEY ISSUES
abortion
education
immigration
animal rights
government spending
mental health
capital punishment
gun control
Social Security
civil rights
environment/climate change stem cell research
consumer rights and
responsibilities
health care
poverty
drunk driving
homeland security
tobacco
PLAN OF ACTION
Interest group: ___________________________________________________________
_______________________________________________________________________
Statement of purpose:______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Indicators of success: ______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Potential membership: _____________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Activity 4
Unit 3 continued
Political strategies: ________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Grassroots strategies: ______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Media strategies: _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Fundraising strategies: _____________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Lobbying efforts: _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
United States
Government and Politics
Unit Summative Activity
Unit 3: Political Parties, Interest Groups, and Mass Media
Candidate School
An important part of the nominating process is the recruitment of
individuals who express an interest in holding office. The recruitment of
candidates takes place at all levels—national, state, and local. Often,
potential candidates are recruited from among party loyalists, nonelected
public servants, local government officials, business leaders, and even
celebrities. Teaching potential candidates about running for public office
can be a daunting task. They must learn about key issues, political
processes, dealing with lobbyists, working with the media, and a variety of
other essential political skills and activities.
To recruit potential candidates and teach individuals the fundamentals of
running for and serving in office, organizations often establish candidate
schools. Candidate schools are educational workshops, seminars, or
discussion groups where political hopefuls can learn how to become
successful politicians.
In this activity, you will work with a group to prepare a lesson to help
potential candidates prepare for the rigors of seeking public office. Topics
include developing voter appeal, running a successful campaign, learning
Internet campaign strategies, raising money, using public opinion polls,
getting out the vote, and understanding campaign finance laws. In selecting
the topic for your lesson, be sure to address the following question: What
must any potential political candidate know in order to successfully hold
public office?
FREE-RESPONSE QUESTION
Directions After you have seen each group’s presentation, answer the
question below on your own sheet of paper. Be sure to use specific
examples where appropriate.
The American electoral process is an integral part of our political system. It
gives citizens opportunities to participate firsthand in our government.
(a) Describe the electoral process from the nomination process to the validation of
election results.
(b) Identify the key players in the electoral process and describe the role of each.
(c) Which key player identified in part b has the most significant role? Explain
your answer.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Summary
United States Government and Politics
Unit 3: Political Parties, Interest Groups, and Mass Media
Unit 3 Summary
MAIN IDEAS
• The American electoral system is influenced by a number of factors, including citizens,
political parties, interest groups, and the media.
• Political parties exist at local, state, and national levels and play a significant role in
elections and in shaping public policy.
• Interest groups are voluntary associations that promote a specific agenda and work to
influence public policy.
• The mass media, in the form of print journalism, television, and Internet resources and
other technology, have the ability to inform and shape public opinion.
Democracy is a do-it-yourself operation: It permits citizens to be involved
in making policy decisions. In the American political system, citizens, both
as individuals and as members of groups organize and communicate their
concerns to elected officials. This participation manifests through political
party activity, elections, interest group formation, and media messages.
Citizen groups play two important roles: getting public officials elected
and influencing public policy. These two roles are inexorably intertwined.
This unit examines the methods by which people exercise their democratic
right to participate in the process of self-government we call democracy.
POLITICAL PARTIES AND ELECTIONS
In the United States, citizens have numerous opportunities to direct public
policy. The most visible method is the automatically scheduled election,
when citizens record their choices for public office by voting for a
candidate. The electoral process in the United States is greatly influenced
by political parties. A political party is an organization that tries to elect
its members to public office so that its views can become public policy.
Political parties play an important role in elections. They are the way we
nominate, elect, and monitor our representatives. Each political party has a
basic set of ideas, theories, and aims about government that its supporters
tend to share. The organization of ideas and goals into a political program
is known as party identification. People tend to align themselves with a
political party based on the alignment of their views with those of that
party.
Today in the United States there are two major parties. The Democratic
Party is considered liberal and the Republican Party is considered
conservative. These two parties have dominated American politics for
more than 150 years. Even so, in some elections voters support third
parties and independent candidates. A third party is any political party in
a two-party system other than the two major parties. An independent
candidate is a candidate who is not associated with any party.
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United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Summary
Unit 3 continued
The party is charged with recruiting candidates that best reflect the
party’s agenda. The party’s fundamental goal is to get the candidate into
office. The nomination process, or naming candidates for elective office,
is the party’s main function. During the primary phase of the electoral
process, the nominee must defeat any competitor from within the party.
After the candidates have run their campaigns, it is time for the voters to
choose. In a general election, candidates face off against members of
opposing parties. The candidate must win the majority of popular votes in a
general election to attain office. However, the winner-take-all system of
the electoral college, rather than the popular vote, determines the
presidency. Once the party’s candidate wins, the party must work to keep
the incumbent, or current officeholder, in power through re-election.
Political parties exist at all levels—local, state, and national—of
government. At the precinct level, party committees select candidates for
local offices and support the party’s candidates at all levels. Precincts are
the smallest unit for administering elections and local voting. At the state
level, parties help elect local, state, and national candidates. The national
party selects candidates for national offices and plans the party platform,
the party’s general principles and positions on important issues.
Aside from selecting candidates and developing the party platform, the
national party must also provide the structure from which to launch
national election campaigns. Raising funds, working with the media, and
conducting polls are all crucial strategies to getting a candidate’s message
across to voters. In addition, political parties help register voters and
encourage individuals to vote. For example, parties often organize get out
the vote (GOTV) campaigns to make sure voters actually get to the polls.
Today professionals called political consultants often manage the process.
The management of all these activities is a daunting endeavor, but it is
essential to electoral victory.
Party leaders also help run the government. They play a significant role
in forming majorities within Congress, as well as developing public policy
and public agenda. For example, in each house of Congress, one party
usually is in the majority and thus controls that house and the legislation
that passes through it. Political parties have become an integral part of the
American electoral process.
INTEREST GROUPS AND POLITICAL ACTION COMMITTEES
While political parties focus on a platform that addresses a range of issues,
another type of key player in American politics—the interest group—
focuses on only one issue. Special interest groups (SIGs) are voluntary
associations that try to influence public policy on a specific issue. SIGs
help organize individuals who hold similar views in order to promote their
cause. For example, the AARP helps represent older Americans and the
issues that are important to them.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
United States Government and Politics
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AP Review and Activities
Name ____________________________ Class _________________ Date ___________________
Summary
Unit 3 continued
There are thousands of SIGs in the United States. Many represent
professional, business, or labor interests. Others promote social, religious,
environmental, or economic issues. There are interest groups at every level
of government, from a neighborhood organization that wants to lower local
speed limits to national coalitions that work to protect consumers’ rights.
Each SIG promotes a specific agenda and does its best to influence
public officials and public policy to support that agenda. SIGs use a
number of strategies to gain support. They work to attract members who
share their concerns. They meet regularly, hold conventions, and distribute
newsletters and journals. They provide voting cues to their members and
often endorse candidates who best represent their interests. The executive
directors of these groups are closely networked not only with Capitol Hill,
but also with public relations specialists and journalists.
Interest groups work to lobby public officials. Lobbying refers to
activities and communication designed to persuade public officials to
support a specific interest. SIGs lobby officials by providing information,
writing letters, organizing e-mail campaigns, contributing to candidates’
campaigns, and meeting with officials. Lobbyists must register and
disclose facts regarding their interactions with politicians in order to keep
within the guidelines established to ensure ethical behavior.
Another way SIGs influence public policy is by supporting candidates
who share their concerns. Many SIGs establish separate organizations,
called political action committees (PACs), to raise and contribute money
for the political campaigns of candidates who agree with their views. A
PAC collects donations from members of the interest group and distributes
these funds to political parties, candidates, or even other PACs.
PACs play an important role in political campaigns. As a source of
campaign funding, they are second only to individual donations. Although
the money invested into election campaigns is significant, interest groups
work hard to maintain professional standards and to avoid negative public
perceptions. The high cost of campaigning establishes a connection
between the candidate and the coalition of interests that supports the
campaign. This monetary support often serves as a “hearing aid” to the
winning candidates after they take office. Supporters of PACs claim that
these organizations give interest groups a greater voice in politics. PAC
critics, however, argue that PAC money gives SIGs undue influence on
candidates who become officeholders.
To curb the potential for corruption, Congress has enacted campaign
finance laws that regulate reporting and donations. The Federal Election
Campaign Act (FECA) requires all candidates, PACs, and political parties
to report contributions that exceed a certain amount. Soft money,
contributions to a political party rather than to a specific candidate, has also
been regulated. In 2002 Congress banned soft-money contributions for
advertising and limited the ability of interest groups to air issue ads.
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Summary
Unit 3 continued
MASS MEDIA
In addition to being influenced by political parties and interest groups,
public opinion and the public agenda are also influenced by the mass
media. Mass media is a term for those means of communication that
provide information to a large audience or the general public. Mass media
includes newspapers, magazines, television news, and Internet news. These
different types of media are categorized by their means of communicating
with the public. The print media, which includes newspapers and
magazines, is the most enduring form of mass media. Broadcast media are
one of the most influential forms of media. Television and radio news
broadcasts make up broadcast media. More recently, digital media has
gained popularity. Digital media refers to electronic sources of news such
as Internet news sites and Web logs, or blogs.
Mass media has the potential to inform the public on issues both foreign
and domestic, shape public opinion, publicize elections, and mobilize the
citizenry. The media can shape public opinion merely by choosing to
cover—or not to cover—a particular story. Today fewer media companies
own a larger percentage of the market than ever before. As a result, they
have the potential to control the message the public receives to a greater
degree than in the past.
Given the media’s influence on the public, election campaigns have
learned to use the media to their advantage. Forms of digital media such as
online communities, text messaging, blogs, and candidates’ Web sites keep
voters updated on events as well as solicit volunteers and donations.
Campaigns also use the media to make their candidate visible to the public.
Appearances on television news programs or radio talk shows help get the
candidate noticed. Televised debates allow candidates to give voters
insight into their views and personality. Campaigns also use professional
advertisements to influence voters. Negative campaigning, or attacking
the opponent during a campaign, is sometimes a focus of political
advertisements. In addition, polls conducted by media outlets can help
influence voter behavior.
The American people benefit from the involvement of political parties,
interest groups, and the media in the electoral process. Each encourages
individual participation in the form of campaigning, lobbying, learning
about candidates, and—most important—voting.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
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United States Government and Politics
Practice Test
Unit 3: Political Parties, Interest Groups, and Mass Media
MULTIPLE CHOICE
DIRECTIONS Each of the questions or incomplete statements below is
followed by five suggested answers or completions. Select the one that is
best in each case and write your answer in the space provided.
1. Soft money refers to
(A)
(B)
(C)
(D)
(E)
illegal financial contributions made by lobbyists
individual contributions to special interest groups
campaign funds used for negative campaigning
financial contributions to a political party rather than to a specific candidate
campaign funds given to each candidate by the national party
2. Which of the following is a limitation imposed by campaign finance laws?
I. Soft-money contributions for advertising are prohibited.
II. Leadership PACs are banned from donating to presidential campaigns.
III. Corporations and national banks are prohibited from making campaign funds.
IV. Individual contributions to campaigns are limited to a certain dollar amount.
(A)
(B)
(C)
(D)
(E)
all of the above
IV only
II and III only
II, III, and IV only
I, III, and IV only
3. Each of the following is an example of electioneering by an interest group EXCEPT
(A)
(B)
(C)
(D)
(E)
The National Organization for Women lobbying officials for a new law.
The NAACP distributing a pamphlet highlighting a candidate’s qualifications.
The National Rifle Association airing an advertisement in favor of a candidate.
The AARP endorsing a specific candidate.
United Auto Workers contributing funds to a candidate’s election campaign.
4. Party-building activities include
I. television advertisements for a particular candidate
II. the formation of interest groups
III. voter registration drives
IV. television advertisements on a particular issue
(A)
(B)
(C)
(D)
(E)
I only
III only
III and IV only
I, II, and IV only
I, II, III, and IV
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
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Practice Test
Unit 3 continued
5. The primary function of PACs is to
(A)
(B)
(C)
(D)
(E)
raise money for candidates whom they support
nominate candidates for local elections
lobby public officials
influence the mass media to support a particular policy
promote the agenda of a specific political party
6. The biggest difference between political parties and special interest groups is that
(A)
(B)
(C)
(D)
(E)
political parties funnel money into the electoral process
interest groups usually only support a single issue
political parties help recruit and elect specific candidates for office
interest groups require their members to vote for the candidate they endorse
political parties play a much greater role in shaping public policy
7. Negative campaigning refers to
(A)
(B)
(C)
(D)
(E)
political advertisements not regulated by FEC rules
an election campaign spending more money than it has raised
financial contributions by 527 groups to an election campaign
advertisements or other strategies designed to attack an opponent
broadcast media’s policy of giving the same amount of time to all candidates
8. Delegates to the Democratic National Convention who are not selected through the
primary process but rather are party leaders and elected officials are commonly
known as
(A)
(B)
(C)
(D)
(E)
conventioneers
critical delegates
superdelegates
whips
lobbyists
9. The winner-take-all format of the electoral college was originally designed to
(A)
(B)
(C)
(D)
(E)
permit only elite persons from each state to cast votes for the president
avoid tied election results
allow the states to select the chief executive
avoid a national general election for president
give the large states an advantage in selecting the president
10. Which of the following statements regarding American political parties is true?
(A)
(B)
(C)
(D)
(E)
The American political system encourages a wide variety of political parties.
Political parties are responsible for regulating campaign contributions.
Political parties are the only source of fundraising for most campaigns.
Political parties have little influence on public policy and the public agenda.
The primary function of political parties is to get their candidates elected.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
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Practice Test
Unit 3 continued
11. The major difference between a caucus and a primary is
(A)
(B)
(C)
(D)
(E)
the primary involves only one party
primaries use a secret ballot while caucuses are public gatherings of supporters
caucuses are more common than primaries
caucuses are used by larger states and primaries are used by smaller states
caucuses are more expensive to operate than primaries
12. Outside of their electioneering function, what is key activity of most interest groups?
(A)
(B)
(C)
(D)
(E)
nominating candidates
writing legislation
developing party platforms
implementing policies within the bureaucracy
lobbying public officials
13. Incumbent advantage in congressional elections can generally be attributed to
(A)
(B)
(C)
(D)
(E)
false advertising
effective advertising campaigns
national party endorsement
name recognition and constituent services
apathy of voters in off-year elections
14. All of the following statements regarding the media are true EXCEPT
(A)
(B)
(C)
(D)
(E)
Mass media is made up of print, broadcast, and digital sources.
The media is subject to criticism regarding its objectivity and accuracy.
Media consolidation may lead to fewer sources of daily news.
The media plays a key role in shaping public opinion.
Media coverage of politics is on the decline.
15. Which of the following best describes the benefit of contributions from PACs during
the election cycle?
(A)
(B)
(C)
(D)
(E)
The candidate with the most PAC money always gets elected.
The popularity of a particular candidate is gauged by the amount of PAC money.
Contributors have a “hearing aid” if their candidate is elected.
Candidates with less PAC money inevitably fail to win the election.
PAC contributions serve as an accurate predictor of how people will vote.
16. Which of the following best describes the role of third parties in American politics
today?
(A)
(B)
(C)
(D)
(E)
They promote traditional ideas and values.
They encourage political participation among young voters.
They serve as conduits for new ideas and choices.
They prevent freedom of choice.
They discourage the democratic nature of the American political system.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
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Practice Test
Unit 3 continued
17. Advertisements that support or oppose a candidate’s views without specifically
calling for his or her election or defeat are known as
(A)
(B)
(C)
(D)
(E)
issue ads
sound bites
political posturing
negative ads
mixed messages
18. The major difference between presidential elections and congressional elections is
(A) presidential elections attract less media attention
(B) congressional elections always coincide with presidential elections
(C) presidential elections are perceived as more relevant to citizens’ lives than
congressional elections
(D) congressional elections allow only residents of their district to vote
(E) congressional elections are held less often
19. The Internet’s impact on politics has resulted in
(A)
(B)
(C)
(D)
(E)
less competition for money and support
more democratic access to issues and information
greater convenience for citizens to return their ballots
a decline in private fundraising for all types of campaigns
all of the above
20. On candidate Web sites, voters can
I. contribute to the candidate’s campaign
II. find information regarding the candidate’s stance on issues
III. locate biographical and scheduling information about the candidate
IV. find direct appeals to the electorate
(A)
(B)
(C)
(D)
(E)
II only
I and IV only
II and III only
I, II, and III only
I, II, III, and IV only
21. Tax-exempt organizations that are created to influence an election are known as
(A)
(B)
(C)
(D)
(E)
527 groups
special interest groups
political parties
political action committees
leadership PACs
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
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Practice Test
Unit 3 continued
22. Which of the following is an example of broadcast media?
(A)
(B)
(C)
(D)
(E)
cnn.com
The CBS Nightly News
The Drudge Report
Web logs
The Washington Post
23. Each of the following statements describes a benefit of interest groups EXCEPT
(A)
(B)
(C)
(D)
(E)
They give minority interests a voice in the political process.
They help bring together individuals with similar concerns.
They encourage active political participation among their members.
They help regulate campaign finance.
They supply information to the public on a particular issue.
24. The act of associating a candidate with a more popular or well-known candidate is
known as
(A)
(B)
(C)
(D)
(E)
negative campaigning
the bandwagon effect
card stacking
flip-flopping
riding the coattails
25. The type of primary in which any voter can cast a ballot for one candidate of either
party is known as
(A)
(B)
(C)
(D)
(E)
open primary
closed primary
special election
general election
caucus
FREE-RESPONSE QUESTIONS
DIRECTIONS Answer each of the following questions. Unless the
directions indicate otherwise, respond to all parts of the questions. It is
suggested that you take a few minutes to plan and outline each answer. In
your response, use substantive examples where appropriate.
26. The political process is dramatically affected by the mass media. Using your
knowledge of the media and specific examples of issues from current events, identify
the positive and negative impact of the media upon the electoral process.
2 7. The presidential election campaign is the centerpiece of our electoral process.
Describe the way in which this process operates, including the involvement of key
players in the system.
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