Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handouts and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  Handout: Investigation Guide (Google Slides).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • How do political candidates raise money for their campaigns?
  • What factors influence how politicians vote on issues?

• INTRODUCTION

  Play the following introductory video clip of Dave Levinthal, reporter for the Center for Public Integrity, discussing the Federal Election Commission and the FEC's ability to oversee campaign finance laws. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: The Role of the Federal Election Commission (2:53).

  • When and why was the Federal Election Commission (FEC) “created?”
  • What was discovered “very quickly?”
  • According to Dave Levinthal, why is there gridlock on the FEC?
  • What is the “bottom line” about the FEC?
  • Based on the clip, what actions can the FEC take when campaign finance laws are violated? How is enforcement a shared responsibility?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following three video clips that provide background information on the history of federal campaign finance regulations. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Buckley v. Valeo and Campaign Finance Reform (2:47). Allie Boldt, Money in Politics Legal Fellow at Demos, explained the ruling in Buckley v. Valeo (1976). She discussed the ruling's impact on campaign finance laws and some of the issues that it has caused.

  • According to Allie Boldt, what did Congress pass after the Watergate Scandal? What “provisions” of Congress’ work still exist today?
  • Based on the clip, what was struck down in Buckley v. Valeo (1976)?
  • What is “problematic” about the Supreme Court’s decision in the case?
  • What “narrow question” have courts asked since the case, and what is the effect of this “framework?”

• Clip #3: The Impact of Citizens United (3:59). Christian Berg, former Deputy General Counsel for Citizens United, and Meredith McGehee, Policy Director at the Campaign Legal Center, discussed the background of the Supreme Court Case Citizens United v. FEC and its impact on elections.

  • According to Christian Berg, what was Citizens United v. Federal Election Commission (2010) about?
  • What “gets lost” in the debate?
  • As described by Meredith McGehee, what are the impacts of the case in the present day?
  • Based on the discussion among both speakers, is campaign finance a “wild west?”

• Clip #4: What is Dark Money? (2:38). Issue One’s Michael Beckel talked about the findings of the group’s year-long investigation into dark money spending. He defined the term and explained the relationship between dark money and the Citizens United decision.

  • What is dark money, according to Michael Beckel?
  • When did the world “change dramatically?”
  • Based on the clip, what has been the impact of this event?
  • What is the “main takeaway?” Summarize the data that Beckel shares.

• FUNDRAISING

  Direct students to the fundraising section of their graphic organizers. Instruct your students to view the following three video clips that describe how Congressional candidates raise funds for their campaigns. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #5: The Price of Power (3:44). Issue One’s Michael Beckel talked about the group’s report on how congressional fundraising has evolved through the years.

  • What do Congressional members have to do if they want to have “a say in the process?” Summarize the explanation described in the clip.
  • Which committees are “most important?” What are members “expected” to do?
  • According to Michael Beckel, what happens if Congressional members do not “meet the criteria?”
  • Based on the clip, how could Congress change the practice?

• Clip #6: Restrictions on Super PACs and Candidates (1:56). Meredith McGehee, Policy Director at the Campaign Legal Center, and Christian Berg, former Deputy General Counsel for Citizens United, discussed what the restrictions are for Super PACs and candidates. They discussed the role of the FEC and the rules about coordination.

  • According to Christian Berg, what can candidates not do with Super PACs?
  • How is coordination “proved?”
  • Why would there be no enforcement if coordination is proved, according to Meredith McGehee?
  • Based on the clip, what relationship may Super PACs and candidates have?

• Clip #7: Quid Pro Quo Rules and Campaign Contributions (4:27). Christian Berg, former Deputy General Counsel for Citizens United, and Meredith McGehee, Policy Director at the Campaign Legal Center, talked about the ideas of the Quid Pro Quo rules involved in campaign contributions. They also discussed the difficulty in proving bribery and corruption charges.

  • What is quid pro quo and how is it proven, according to Christian Berg?
  • What does Meredith McGehee mean by “legalized shakedown?”
  • Based on the clip, what was the effect of McCutcheon, et al. v. Federal Election Commission (2014)? How did this differ from Buckley v. Valeo (1976)?
  • Explain the arguments in McDonnell v. United States (2016), as stated in the clip. How does it show the complexity of corruption and bribery cases?

• WRITING PROMPT

  After your students are finished sharing their findings from the lesson thus far, direct them to complete the following culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having learned about the history and scope of federal campaign finance law, describe how campaign fundraising has changed over time and what effect this has had on the country. Be sure to include evidence from the video clips in the lesson to support your argument.

• INVESTIGATION

  Now, it is time for your students to explore the fundraising and voting practices of a member of Congress.

  After your students finish sharing their responses to the writing prompt, provide your students access to the Investigation Guide (Google Slides) and have them review the directions on the second slide.

  Your students will progress through three separate portions of the investigation. The three portions and specific guidelines are listed below.

  • Part I: Financial Data
  • Part II: Voting Data
  • Part III: Essay

• Part I: Financial Data. In this part, your students will select a member of Congress and find out how their campaign was financed.

  • Step #1: Students will visit the Federal Election Commission website and access their data page.
  • Step #2: Students will select their state and Congressional district. (Note: you may need to provide this information to the class.) Per your directions, they will then select either the Senate or House District, to study either a Representative or Senator.
  • Step #3: Students will then access the data for the incumbent Representative or Senator. They can visit Congress.gov to find out who the incumbent is, if needed. They will then access a recent campaign finance report.
  • Step #4: Students will record select data points from the campaign finance report, including: Total Contributions, Total Operating Expenditures, Totals of Contributions from Individuals, Political Party Committees, Other Political Committees, & The Candidate, and Total Loans.
  • Step #5: Students will access the list of PAC contributions to the member of Congress from their recent campaign finance report. (Note: this data does not include Super PAC fundraising and spending, as discussed in the video clips earlier in the lesson. These organizations may have also supported the member of Congress, but are not permitted to have direct contact with them or their campaign. In effect, their contributions are not individualized by candidate on Federal Election Commission filings.)
  • Step #6: Students will fill in a table with information from two to five PAC campaign contributions.

• Part II: Voting Data. Students will now explore how their selected member of Congress has voted on recent issues.

  • Step #1: Based on whether they are researching a member of the House of Representatives or the Senate, students will access and briefly explore the respective voting record site for the chamber: House of Representatives / Senate.
  • Step #2: Students will reflect on the issues that the PACs from the last part may be interested in supporting or influencing. Then, students will explore the vote list for any bills or measures that they think may be of interest to the PACs that contributed to their selected member of Congress.
  • Step #3: Students will merge the PAC campaign finance data with the related votes in a table.
  • Step #4: Students will access C-SPAN's Congressional Chronicle website and view a video clip of the vote for one of the bills or measures they researched, if available.
  • Step #5: If footage is available, students will view a video clip of their selected member of Congress speaking during the voting process.
  • Step #6: Next, students will use the C-SPAN video archive to search for their selected member of Congress and determine if they have ever spoken about any of the researched issues.
  • Step #7: Finally, students will compile evidence of their selected member of Congress discussing the researched issues in a table.

• Part III: Essay

  After your students have completed each of the prior steps of the investigation, direct them to complete the culminating writing prompt at the end of their Investigation Guide (Google Slides), and have students share their responses, comparing their perspectives with their classmates' perspectives: Do you think your selected member of Congress has been influenced by campaign contributions? Yes or no, and why or why not? In your response, consider the learning from the lesson’s video clips, the campaign finance data you researched, and the voting record and issues you discovered.

• FINAL REFLECTION

  After your students finish sharing their findings and conclusions from the investigation, direct students to the final reflection section of their graphic organizers. Instruct your students to view the following video clip in which former Representative J.C. Watts and former Senators Tom Daschle (D-SD) and Trent Lott (R-MS) talk about ways to reduce the impact of money and fundraising in Congress. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #8: Reducing the Impact of Fundraising in Congress (2:44).

  • How can campaigns cut back on expenses, according to Trent Lott?
  • What role does transparency play, according to Tom Daschle? Why will this “be harder to address?”
  • Based on the clip, what steps have some states taken to address the issue?
  • What does Lott “believe in?”