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Assignment Prompt & Instructions

– a year ago

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– ## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx

– ## Govt.pdf

**## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

**Marketable Skills:**

This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

| | |
| — | — |
| **Core Objectives** | **Marketable Skills** |
| **Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes.  So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
| **Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
| **Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
| **Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

To complete this course, you must submit a reflection on your accomplishments.  Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills.  In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

D = DESCRIBE

E = EXAMINE

AL = ARTICULATE LEARNING

**Describe**:  In the Describe section, you are to tell the reader what you saw/read/did.  Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

**Examine**:  This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

**Articulate Learning**:  What did you learn at the end of each part of the course by engaging in the required assignments?  What will you do with what you have learned and practiced?

**For this reflection, please respond to the following prompts:**

Describe (D):   What did you have to do to complete the written assignments for this course? Describe the process for each.

Examine (E):

· What new information did you learn from completing these assignments? (Personal Growth)

· What assumptions or preconceived notions did you bring to these assignments?  (Personal Growth)

· How do you now view your role in the American. government in politics?  Personal/Social Responsibility)

Articulate Learning (AL):

Revisit the
**Marketable Skills** folder.  For each assignment, discuss the Marketable Skills you believe you most practiced.  What other skills do you think you demonstrated in completing these assignments besides those listed?  What marketable skills do you think you need to practice/demonstrate more?

Grading:  DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

**DEAL Reflection Rubric:**

D = 10 points

E = 20 points

AL = 20 points

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**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

**## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

**Marketable Skills:**

This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

| | |
| — | — |
| **Core Objectives** | **Marketable Skills** |
| **Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes.  So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
| **Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
| **Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
| **Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

To complete this course, you must submit a reflection on your accomplishments.  Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills.  In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

D = DESCRIBE

E = EXAMINE

AL = ARTICULATE LEARNING

**Describe**:  In the Describe section, you are to tell the reader what you saw/read/did.  Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

**Examine**:  This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

**Articulate Learning**:  What did you learn at the end of each part of the course by engaging in the required assignments?  What will you do with what you have learned and practiced?

**For this reflection, please respond to the following prompts:**

Describe (D):   What did you have to do to complete the written assignments for this course? Describe the process for each.

Examine (E):

· What new information did you learn from completing these assignments? (Personal Growth)

· What assumptions or preconceived notions did you bring to these assignments?  (Personal Growth)

· How do you now view your role in the American. government in politics?  Personal/Social Responsibility)

Articulate Learning (AL):

Revisit the
**Marketable Skills** folder.  For each assignment, discuss the Marketable Skills you believe you most practiced.  What other skills do you think you demonstrated in completing these assignments besides those listed?  What marketable skills do you think you need to practice/demonstrate more?

Grading:  DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

**DEAL Reflection Rubric:**

D = 10 points

E = 20 points

AL = 20 points

## image2.png

## image3.jpeg

## image4.jpeg

## image1.png

**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

**## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

**Marketable Skills:**

This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

| | |
| — | — |
| **Core Objectives** | **Marketable Skills** |
| **Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes.  So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
| **Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
| **Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
| **Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

To complete this course, you must submit a reflection on your accomplishments.  Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills.  In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

D = DESCRIBE

E = EXAMINE

AL = ARTICULATE LEARNING

**Describe**:  In the Describe section, you are to tell the reader what you saw/read/did.  Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

**Examine**:  This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

**Articulate Learning**:  What did you learn at the end of each part of the course by engaging in the required assignments?  What will you do with what you have learned and practiced?

**For this reflection, please respond to the following prompts:**

Describe (D):   What did you have to do to complete the written assignments for this course? Describe the process for each.

Examine (E):

· What new information did you learn from completing these assignments? (Personal Growth)

· What assumptions or preconceived notions did you bring to these assignments?  (Personal Growth)

· How do you now view your role in the American. government in politics?  Personal/Social Responsibility)

Articulate Learning (AL):

Revisit the
**Marketable Skills** folder.  For each assignment, discuss the Marketable Skills you believe you most practiced.  What other skills do you think you demonstrated in completing these assignments besides those listed?  What marketable skills do you think you need to practice/demonstrate more?

Grading:  DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

**DEAL Reflection Rubric:**

D = 10 points

E = 20 points

AL = 20 points

## image2.png

## image3.jpeg

## image4.jpeg

## image1.png

**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent