Polarization In Modern American Politics

400 word minimum

1. Read Sarah Binder’s “Polarization, The Politics of Legislative Stalemate” pdf

2. Watch“Is America More Divided Than Ever?”: https://www.youtube.com/watch?time_continue=4&v=JRa5l_LQ32s

3. Watch PBS’: https://www.pbs.org/newshour/show/how-these-3-governors-say-we-can-overcome-political-polarization

Now that you have completed the reading and viewed the videos, write a discussion post of 400 words. Respond to the following:

1. Define political polarization and explain how it impacts the modern law making process in the US Congress. 

2. How might “naive realism” factor into the growing political divide among the American public?

3. Given what you have learned about political ideology and congress, consider the claims made by the Governors in the first video. Can you think of any conditions that might help mend the growing ideological divide in the US? Do you think this is likely? Why or why not. 

Monkey Cage

How political polarization creates stalemate and undermines lawmaking

By Sarah Binder January 13, 2014

This post is the fourth in our series on political polarization.  The first three posts were by Nolan McCarty, Frances Lee, and

Sean Theriault.

As noted last week in the Monkey Cage, historically high levels of polarization permeate Congress and national politics —

reflecting the sorting of elites and voters into ideologically consistent parties and the intensity of two­party competition at the

national level.   Many argue that polarization complicates lawmaking, but some cast doubt on that conclusion.  Sean Theriault,

for instance, argues that: “….the more I research polarization, the less I agree that ‘much too much partisanship’ halts

‘progress’ or that ‘too much narrow ideology’ impedes ‘practical problem­solving.’” Sean suggests instead the relevance of

“partisan warfare,” often but not necessarily rooted in ideological polarization.  Similarly, Jon Bernstein suggests that

“partisan polarization isn’t inherently problematic.”  If we could somehow reduce ideological polarization, “Congress would

find some other way to create lengthy gridlock punctuated by bursts of intense productivity.”

The distinction between ideological polarization and partisan tactics is valuable.  Still, the empirical evidence suggests that it’s

premature to let polarization off the hook as a key culprit shaping Congress’s legislative performance.

As I explore in Stalemate, the frequency of legislative deadlock increases as the parties polarize. Over the postwar period,

congressional performance runs closely in tandem with the size and strength of the political center.   As the figure below

suggests, as legislative “moderation” declines, Congress and the president more frequently deadlock over the salient issues of

the day.

In the figure, “moderation” captures the proportion of centrist legislators (lawmakers whose floor votes place them closer

ideologically to the center of the chamber than to their own party median), divided by the ideological gulf between party

medians.  (I average House and Senate moderation scores to generate a “moderation” measure for each Congress.)

Translation? When centrist legislators populate a Congress backed by relatively centrist parties, legislative agreement is

frequently in reach on the big issues of the day.  As more lawmakers move away from the political center and the parties

diverge ideologically, Congress deadlocks more often.

 

 

 

To be sure, floor votes capture more than ideological differences.  Moreover, factors beyond polarization generate gridlock.

Divided party control of government has historically complicated dealmaking: building large majorities for change becomes

harder when electoral and policy interests of Congress and the White House diverge.  Bicameral differences also increase

stalemate, as the two chambers — even when controlled by the same party– can disagree on policy means even when they agree

on policy ends.  (Case in point: The House in 2009 incorporated a public option into health care reform, the Senate opted for

exchanges.)   Once we take account of bicameral and inter­branch differences, as well as the degree of polarization, variation in

legislative gridlock becomes quite predictable.  The Great Society’s unified Democratic majorities in a period of ideological

moderation yielded remarkably productive congresses in the 1960s.  In contrast, frequent deadlock in 2011 and 2012 — on

immigration reform, tax reform, climate change, and entitlement reform to name a few — stemmed directly from split party

control of the chambers and branches, as well as historic levels of partisan polarization.

Why might polarization and deadlock run in tandem?

First, our political system requires broad, usually bipartisan, coalitions to adopt major policy change.  Such coalitions are

easier to build when a sufficient mass of legislators occupy the political center to bridge partisan and ideological divisions.  As

centrist, former senator John Breaux once put it, “you have to have someone to meet with.  You can’t meet with yourself in a

phone booth.”

Second, when elites and activist constituencies polarize, parties have electoral incentives to distinguish their records

and positions, and they have a lesser incentive to compromise.  Granted, legislative deals are possible even when there is no

ideological sweet spot linking the parties.  But as Frances Lee and I argue in the recent APSA Report on Negotiating Agreement

in Politics, polarization and the partisanship that ensues more often encourage parties to fight messaging wars than to

negotiate.  Unless one or both parties fear public blame for blocking popular measures, polarization often encourages the

parties to hold out for a whole loaf, rather than to settle for half.

No surprise then that legislating in polarized times sometimes means hardly legislating at all.  Learning to legislate in such

times should be high on lawmakers’ to­do list.

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Sarah Binder is a professor of political science at George Washington University and a senior fellow at the Brookings Institution. She has authored or co-authored four books on legislative politics, and she has a mild obsession with congressional rules, the history of Congress, and the Fed.

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Political socialization begins young.

1.Political socialization begins young. Think about conversations around politics when you were in primary school (around age 10). Maybe there was a natural disaster in your area such as a hurricane and government response levels were critiqued. What were some of the ways you learned about the political establishment through family members and friends? How were you politically socialized as a child? Use evidence (cite sources).

***Topic Hurricane Andrew in Florida***

400 words response

2 scholarly references with in text APA citation.

2. You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the roles of the media in influencing government and its citizens using specific descriptive examples. Please create a PowerPoint presentation to assist you in your presentation.

As you complete your presentation, be sure to:

  • Use speaker’s notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
  • Proof your work
  • Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
  • Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
  • Length: 10 substantive slides (excluding cover and references slides)
  • Font should not be smaller than size 16-point
  • Parenthetical in-text citations included and formatted in APA style
  • References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
  • Title and introduction slide required

Ideal Citizen in a Totalitarian Government

Instructions
Aristotle defined tyranny as an illegitimate form of government by one individual that tightly controlled every part of life and government. Adolf Hitler is the most notorious tyrant. Using a totalitarian society from the past or present, discuss how the state and its leader attempt to impede citizens from exercising their rights. In your discussion, explain some components of an “ideal citizen,” consequences of voter apathy, and ways the state controls the citizen.

Writing Requirements (APA format)

Grading
This activity will be graded based on the essay rubric.

Course Outcomes (CO): 1

Due Date: By 11:59 p.m. MT on Sunday

Rubric

Week 5 Assignment: Essay – Ideal Citizen in a Totalitarian Government (1)Week 5 Assignment: Essay – Ideal Citizen in a Totalitarian Government (1)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeActual case study of a country.20.0 ptsUses a historical or contemporary example of a totalitarian country16.0 ptsThere is a totalitarian country, but it is not real.12.0 ptsThere is a country, but it is not totalitarian.0.0 ptsThere is no country mentioned.20.0 pts
This criterion is linked to a Learning OutcomeControl by a totalitarian leader20.0 ptsDescribes the three ways, violence, propaganda, and scapegoating, that leaders use to keep control in the country.16.0 ptsOnly two of the tactics of totalitarian leaders are described.12.0 ptsOnly one of the tactics of totalitarian leaders are described.0.0 ptsHow a totalitarian leaders keeps control is not addressed.20.0 pts
This criterion is linked to a Learning OutcomeCitizens in the country.20.0 ptsStates and describes two ways of stopping a totalitarian regime by using political socialization, civil disobedience, resist propaganda. Discusses voter apathy.16.0 ptsStates and describes one way of stopping a totalitarian regime by using political socialization, civil disobedience, resist propaganda. Discusses voter apathy.12.0 ptsStates and describes one way of stopping a totalitarian regime by using political socialization, civil disobedience, resist propaganda. Does not discuss voter apathy.0.0 ptsDoes not address the concepts.20.0 pts
This criterion is linked to a Learning OutcomeScholarly resources10.0 ptsUses both the book and, at least, one outside scholarly source.8.0 ptsUses only the book or a scholarly source.6.0 ptsUses only a scholarly source and the source is not scholarly.0.0 ptsDoes not use the book or scholarly source.10.0 pts
This criterion is linked to a Learning OutcomeAPA5.0 ptsAll sources are properly cited and referenced according to APA standards.4.0 ptsSources are either properly cited or referenced, missing one of those elements.3.0 ptsThe citation and/or reference are incorrect.0.0 ptsNo APA format was used.5.0 pts
This criterion is linked to a Learning OutcomeWriting5.0 ptsPresents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).4.0 ptsPresents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).3.0 ptsPresents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).0.0 ptsPresents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).5.0 pts
Total Points: 80.0

Assignment: The Role Of Media In Influencing Government And The Public

Instructions
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples. Please create a PowerPoint presentation to assist you in your presentation.

As you complete your presentation, be sure to:

  • Use speaker’s notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
  • Proof your work
  • Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
  • Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.

Presentation Requirements (APA format)

  • Length: 8-10 substantive slides (excluding cover and references slides)
  • Font should not be smaller than size 16-point
  • Parenthetical in-text citations included and formatted in APA style
  • References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
  • Title and introduction slide required

    7/16/2020 Week 2 Assignment: The Role of Media in Influencing Government and the Public

    https://chamberlain.instructure.com/courses/66436/assignments/2081837?module_item_id=8802116 1/4

    Week 2 Assignment: The Role of Media in In�uencing Government and the Public

    Due Sunday by 11:59pm Points 100 Submitting a file upload

    Submit Assignment

     

    Required Resources Read/review the following resources for this activity:

    Textbook: Chapter 6 Lesson 2 APA style manual Citation and Writing Assistance: Writing Papers At CU (https://library.chamberlain.edu/APA) Library Overview (https://library.chamberlain.edu/Learn) How to Search for Articles – the Everything Tab (https://library.chamberlain.edu/HowToSearch)

    Extra resources:

    Mills, H. (2007). Power points!: How to design and deliver presentations that sizzle and sell (Office essentials collection). New York: AMACOM. (2007). Retrieved October 30, 2019, from WorldCat. https://chamberlain-on-worldcat-org.chamberlainuniversity.idm.oclc.org/oclc/163575158 (https://chamberlain-on-worldcat-org.chamberlainuniversity.idm.oclc.org/oclc/163575158)

    Instructions You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples. Please create a PowerPoint presentation to assist you in your presentation.

    As you complete your presentation, be sure to:

    Use speaker’s notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.

    Top

     

     

    7/16/2020 Week 2 Assignment: The Role of Media in Influencing Government and the Public

    https://chamberlain.instructure.com/courses/66436/assignments/2081837?module_item_id=8802116 2/4

    POLI330 Week 2 Media Slides Grading Rubric (100 pts)

    Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.

    Presentation Requirements (APA format)

    Length: 8-10 substantive slides (excluding cover and references slides) Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome) Title and introduction slide required

    Grading This activity will be graded using the Assignment Grading Rubric.

    Course Outcomes (CO): 2, 4

    Due Date: By 11:59 p.m. MT on Sunday

    Top

     

     

    7/16/2020 Week 2 Assignment: The Role of Media in Influencing Government and the Public

    https://chamberlain.instructure.com/courses/66436/assignments/2081837?module_item_id=8802116 3/4

    Criteria Ratings Pts

    40.0 pts

    10.0 pts

    15.0 pts

    10.0 pts

    Identify and describe the roles of the media in influencing government and its citizens

    40.0 pts The student identifies and describes the four roles of media.

    34.0 pts The student identifies and describes three roles of media.

    30.0 pts The student identifies and describes two roles of media..

    24.0 pts The student identifies and describes one role of media.

    0.0 pts No effort

    Provide an example for each role

    10.0 pts The student provides an example for each of the four roles.

    8.0 pts The student provides an example for each of the three roles.

    7.0 pts The student provides an example for each of the two roles.

    6.0 pts The student provides an example for one of the four roles.

    0.0 pts No effort

    Speaker notes

    15.0 pts The student’s speakers notes add details and expand upon bullet points.

    12.0 pts The student’s speaker notes expand upon bullet points, but more detail could be added.

    11.0 pts The student’s speaker notes are neither thorough nor compelling.

    9.0 pts The student’s speaker notes are sparse and add little to the main bullet points.

    0.0 pts No effort

    Length: 8- 10 substantive slides (excluding cover and references slides)

    10.0 pts The student provides 8-10 substantive slides plus title and reference slide.

    8.0 pts The student provides 8-10 slides plus title and reference slides, but they lack substance in places.

    7.0 pts The student provides 6-7 substantive slides plus title and reference slide.

    6.0 pts The student provides less than 6 substantive slides or is missing a title and/or reference slidde.

    0.0 pts No effort

    Top

     

     

    7/16/2020 Week 2 Assignment: The Role of Media in Influencing Government and the Public

    https://chamberlain.instructure.com/courses/66436/assignments/2081837?module_item_id=8802116 4/4

    Total Points: 100.0

    Criteria Ratings Pts

    10.0 pts

    10.0 pts

    5.0 pts

    Use of Visuals

    10.0 pts The student masterfully uses visuals (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.

    8.0 pts The student somewhat skillfully uses visuals (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.

    7.0 pts The student uses visuals (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.

    6.0 pts The student fails to use visuals skillfully (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.

    0.0 pts No effort

    APA/Source Integration

    10.0 pts Sources are referenced according to APA standards and two sources in addition to the text are provided.

    8.0 pts Sources are referenced according to APA standards and two sources are provided.

    7.0 pts The majority of the sources are erroneously referenced according to APA standards.

    6.0 pts Sources are referenced according to APA standards, but only one source is provided.

    0.0 pts No effort

    Writing 5.0 pts The student presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

    4.0 pts The student presents information using understandable language, but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).

    3.0 pts The student presents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).

    2.0 pts The student presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).

    0.0 pts No effort

    Top