The Electoral College
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1 Teacher Notes Activity at a Glance Subject: Social Studies Subject Area: American Government Category: The Constitution Topic: The Electoral College The Electoral College Activity 1 The Electoral College Controversy Grade Level: Prerequisites: Students should be familiar with the workings of the Electoral College, the relationship between electoral and popular vote, the rationale behind its creation, and the distribution of electoral votes among the states. Students should also be familiar with the concept of correlation, and how to read a scatter plot graph. Total Teaching Time: 45 minutes Materials TI-83 Plus or TI-83 Plus Silver Edition CellSheet Application CellSheet File: ELECT.8xv Student Work Sheet: The Electoral College Controversy TI Connectivity cable or TI-Navigator System Instructions for using the CellSheet Applicationon the TI-83 Plus Activity Overview In this activity, students will examine presidential election results since 1824 to answer the following question: Throughout history, is the Electoral College irrelevant or is there justification for the Electoral College system? Directions Before the Activity Begins 1. Be sure that each student has a TI-83 Plus device that is loaded with the CellSheet Application. 2. Begin by reviewing the basics of the Electoral College. Key points to review:
2 2 American Government The Electoral College a. Electoral votes versus popular votes b. The assignment of electoral votes based on census population data Warm-up Activity The students should already have some background information on the purpose and rationale of the Electoral College, how the electors are divided among the states, and how the electors are appointed for each state. Begin the activity by exploring with the students the controversy of the presidential election in Ask: 1. Who won the popular vote in the 2000 presidential election, Al Gore or George Bush? 2. Why was Bush declared the winner of the election despite the fact that he received a minority of the popular votes? 3. Has this situation ever happened before? When? 4. What was the reaction in the media and among those you talked with about the election? Finish the discussion by telling the students that they will examine data from all the presidential elections since the development of the Electoral College. They will then determine for themselves how valuable and representative of the popular will this system has been. During the Activity 1. Transfer the CellSheet file called ELECT.8xv to the students devices using the unit-to-unit link cable or the TI-Navigator System (if available). 2. Tell the students that the ELECT.8xv file contains a spreadsheet that lists the winning candidate s percentage of the electoral vote and the percentage of the popular vote from each presidential election from Have the students create a scatter plot graph of the two variables (percent electoral vote and percent popular vote) using the Cellsheet application on the TI-83 Plus. 4. Pass out the Student Work Sheet, The Electoral College Controversy. 5. Students should examine the graph they created and determine if they believe there is a correlation between the percentage of popular and electoral votes won. Students should complete the work sheet as they analyze their scatter plot graph. 6. Pose the following questions to the students: a. Is there a positive, a negative, or no correlation between the two variables? [Answer: There is a positive correlation between the two.] b. Is the correlation perfect? Why or why not? c. Roughly how many outliers are there on the plot? Do these outliers negate the correlation found or is this to be expected?
3 Activity 1: The Electoral College Controversy 3 d. What exactly does it mean that the two variables are correlated? After the Activity Given the fact that there is a positive correlation between the winner of the popular vote and the winner of the electoral vote, instruct the students to answer the following questions (also available at the bottom of the Student Work Sheet) for homework. Remind students to be sure to support their position with a logical rationale, based on the data provided. 1. Do you believe that this correlation between popular and electoral votes is a justification for using the Electoral College system? Why or why not? 2. Could it be argued that because the correlation is strong, there is no reason to have the Electoral College? Why or why not?
4 Student Work Sheet The Electoral College Controversy Name: Date: Using the ELECT.8xv file on your TI-83 Plus, answer the following questions. 1. Draw an approximation of the scatter plot chart you created on your TI-83 Plus using the ELECT.8xv file as a guideline. 2. Is there a positive, a negative, or no correlation between the two variables? 3. Is the correlation perfect? Why or why not? 4. Roughly estimate how many outliers are on the plot. 5. Do these outliers negate the correlation found or is this to be expected?
5 Activity 1: The Electoral College Controversy 5 For Homework Answer the following questions: 1. Do you believe that this correlation between popular and electoral votes is a justification for using the Electoral College system? Why or why not? 2. Could it be argued that because the correlation is strong, there is no reason to have the Electoral College? Why or why not?
6 6 American Government The Electoral College Using the CellSheet Application on the TI-83 Plus The CellSheet application is a spreadsheet program. Cellsheet files are made up of cells that can contain numbers, letters, or formulae. Cellsheet files can be created on the device itself or converted from computer spreadsheets like Microsoft Excel. 1. Open the CellSheet application by pressing Œ and selecting CelSheet. After the title screen, a help screen will appear. Press any key to open the application. Note: The help screen can be accessed from the application screen by pressing s to bring up the menu. 2. The last CellSheet file used automatically opens. To open a different file, press s to display the MENU. Choose 1:File to access the file menu. From this menu, select 1:Open to create a new CellSheet file or open a previously saved file. 3. To enter data, use } ~ to move to the desired cell, type the data, and press Í to place it in the selected cell. Note that before Í is pressed, the data typed is shown at the bottom of the screen. To enter a formula, press before entering the formula. To enter text, first press ƒ à to place quotation marks before the text. 4. To graph data from a CellSheet file, press s to display the MENU. From the menu, choose 4:Charts to display the graph menu. Data can be graphed as a scatter plot by choosing 1:Scatter, as a line graph by choosing 3:Line, as a bar graph by choosing 5:Bar, or as a pie chart by choosing 7:Pie.
7 Activity 1: The Electoral College Controversy 7 5. After selecting the graph type (in this example, a line chart), enter the range by indicating the cells using the letter and numbers of the cells separated by a colon. For example, to graph the data in columns A and B for the first 50 cells, enter A2:A50 as the X range or as series depending on the type of graph, and then enter B2:B50 in the y range. Enter a title for the graph, if desired, and press Í to accept AxesOn and DrawFit. The device draws the graph and displays it. Note: The program will not graph if any of the selected cells have non-numeric data. For complete instructions on using the CellSheet application, see: education.ti.com/guides. Transferring Files from One TI-83 Plus to Another 1. Connect the devices using the unit-to-unit cable. Press the cable firmly into the port at the base of each device. 2. Prepare the student (or receiving) device to receive data. a. Turn the device on. b. Press y 8 to prepare the TI-83 Plus to receive data. c. Highlight RECEIVE by pressing ~.
8 8 American Government The Electoral College d. Press Í. WAITING is displayed on the device. 3. Prepare the teacher s (or sending) device to send data. a. Turn the device on. b. Press y 8 to prepare the device for linking. c. Press } or until D:AppVars is highlighted. d. Press Í to view the AppVars. Move the cursor to the file (AppVar) you want to send, and press Í. In these instructions, the ECONDEF file is used. e. Press ~ to highlight TRANSMIT. Press Í to start data transfer.
9 Activity 1: The Electoral College Controversy 9 4. If the transfer is successful, then the sending and receiving devices will display the following on their screens. Download the AppVar to other students using the same method. Once a student has the file on his or her device, he or she can share it with other students by using the procedure for the teacher s (sending) device. Teacher TI-83 Plus Student TI-83 Plus
The Electoral College
Teacher Notes Activity at a Glance Subject: Social Studies Subject Area: American Government Category: The Constitution Topic: The Electoral College The Electoral College Activity 3 Electoral College and
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Stephen Martin EC 361 Economics of Antitrust & Regulation Spring 2008 smartin@purdue.edu T & Th 9:00-10:15 494 4402 KRAN G012 Office hours: T, Th 10:30-11:30 and by appointment, 4027 Rawls. Course web
Enduring Understanding: Students will be able to understand the function and structure of each branch of government.
Utah s Government Structure and the Basics of Government By: Christina Jacobs Summary: The purpose of this mini unit is to give students an overview of the three branches of government. Enduring Understanding:
Check off these skills when you feel that you have mastered them. Identify if a dictator exists in a given weighted voting system.
Chapter Objectives Check off these skills when you feel that you have mastered them. Interpret the symbolic notation for a weighted voting system by identifying the quota, number of voters, and the number
even mix of Democrats and Republicans, Florida is often referred to as a swing state. A swing state is a
As a presidential candidate, the most appealing states in which to focus a campaign would be those with the most electoral votes and a history of voting for their respective political parties. With an