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The People and the Power Game This guide was produced was produced by in cooperation with HEDRICK SMITH PRODUCTIONS HEDRICK SMITH PRODUCTIONS by the in association with OUTREACH DEPARTMENT SOUTH CAROLINA ETV AT SC ETV

HEDRICK SMITH, Correspondent and PATRICIA P. DRESSLER, Director Senior Executive Producer MICHELE M. REAP, Editor PATRICK M. RODDY, Executive Producer and Program Producer MARGARET B. WALDEN, Writer BARAK GOODMAN, Program Producer FOSTER WILEY, Principal Camera Design by PAUL GALLAGHER, STEVE JOHNSON and BLJ PUBLISHING RESOURCES, INC. MARK SHAFFER, Field Producers HEDRICK SMITH, PATRICK M. RODDY, Photos by WALTER CALAHAN, CAMERON DAVIDSON BARAK GOODMAN and MARK SHAFFER, Writers and HEDRICK SMITH PRODUCTIONS SANDRA L.UDY, Coordinating Producer and Production Manager Teachers and public television stations JENNIFER CHRISTIANO, RACHEL ENGLEHART, have the right to download and copy Production Associates this guide for educational use JANINA RONCEVIC, Executive Assistant from The People and the Power Game AMY MALL, Researcher World Wide Web site.

http://www.pbs.org/powergame Making Democracy Work By Hedrick Smith

The history and institutions of American democracy The Constitution provides a system of separated are a source of national pride to Americans. For most and shared powers—the executive, legislative and people, the trip to Washington is a rite of passage, judicial branches of government. But few people a moment of homage beneath the vaulting dome of understand that constitutional checks and balances Congress or of silent awe at the simple, stately ele-gance have been accentuated—some say aggravated—by of the White House. The monument to George Washing- the political divisions of government during the last ton towers above the city, a symbol of un-wavering six presidencies. For 22 out of the last 28 years, the strength. Thomas Jefferson, tall and far-seeing, gazes White House and the Congress (or part of Congress) out across the Potomac River. Abraham Lincoln, have been controlled by the opposite political parties— thoughtful and compassionate, looks down on us, his sometimes Republican presidents facing Democratic wisdom inscribed on his memo- majorities in Congress, or rial. vice versa under President Clinton. And yet today, Americans are profoundly dissatisfied with the Such partisan divisions have performance of our national contributed to some of the government. Opinion polls show policy deadlocks over the fed- that public trust in the leaders eral budget, the war in Central and institutions of government America in the 1980s or Ameri- has been declining for several can intervention in Bosnia in decades. One survey in May the 1990s, the level of military 1994 found that 75 percent of spending, and debates about those polled thought that “major the proper size and role of the changes” were needed in “the federal government. With way the federal government partisan divisions, no one is in works.” full control of government. The voters do not know whom to Popular discontent was dramati- blame when the government is cally expressed in the 1994 not working well. election, when voters swept Democrats out of control in the Another important influence House of Representatives for the on how government operates first time in 40 years. Just two Hedrick Smith. and on how the public views years earlier, 19 percent of the Washington is “the shadow voters rejected the presidential candidates of the two government” of the media and the organized lobbies. major political parties to support a political neophyte, They are not mentioned in the Constitution, but they Ross Perot, in what was the most massive repudiation exercise great power in the name of the people. In of the political establishment in an American election. the 1990s, the size of the government has actually shrunk, but the growth of the “shadow government” Voter participation has been declining, because many has been explosive. Some scholars believe that the Americans feel powerless and think that Was-ington media and special interest lobbying have helped does not care about them and their problems. “The nation undermine public confidence in government and as a whole is losing all respect for the political pro- made it harder for Congress and the President to do cess,” asserted an automotive worker from Michigan. their jobs. “There’s a sense that the system is broken,” said a medical marketing manager from California. A bank Still another important influence on how Washing- officer from Georgia was critical of elected officials: ton works is the way our election campaigns are “They’re on an ego trip. They sit around playing power financed. Throughout much of our history, politi- games with each other.” cal parties organized and financed most election campaigns. But since World War II, and especially People are frustrated but they do not understand in the 1980s and 1990s, individual politicians have why. They focus on personalities though the obsta- taken an increasing role in organizing and funding cles to better government may lie deeper—in the their own campaigns. This has given them much system itself. greater independence from their party leaders. 1 As a result, many go their own way rather than and interesting people and events to show how the working together, but it is only in working together constitutional system of checks and balances has that they can achieve results. been changed by the techniques and technology of modern politics. Our documentary and discussion series, The People and the Power Game, examines these trends to show Finally, we bring together a representative sample how our political system actually works and to help of American voters from all over the country to explain public discontent with government. From talk with experts and political professionals about how extensive research and interviews with virtually all the we can make American democracy work better. Their important political participants, we have put together discussion generated ideas for reform, which are a stories and case studies that take voters and students model for classroom discussions and for debate among inside government to see the President, Vice President, voters and civic groups all across America. The goal is House Speaker, Senate Majority Leader, members of to go beyond the personalities of campaign politics to Congress, top lobbyists and major network anchors in think about the strengths, the weaknesses, and the action. Then we talk to them about what they do and future of American democracy and how we can all why they do it. Our approach is to use real life stories make it fairer and more effective.

Instructional Objectives Through viewing The People and the Power Game and using this teaching guide, the student will:

• develop an appreciation of the art of politics— • concentrate attention on creating solutions how power shapes the workings of our govern- that move government forward; ment; • be challenged to take a knowledgeable, par- • understand the necessity of compromise and ticipating role in political life; coalition building in politics; • assess the impact of the media on politics and • become more aware of the forces that shape government; legislation; • interpret how the public agenda is shaped • develop a lifelong curiosity about government, by interest groups, the media and political politics and the citizen’s role; parties.

Instructional Elements • Instructional Objectives • Program Summary, The Elected: The Presidency and Congress • Suggested Activities • Program Summary, The Unelected: Lobbies and the Media • Suggested Activities • Extended Activities • The People in the Programs • Referenced Information • Citizen Involvement • Suggested Readings Left to right: Republican leaders Senator Robert Dole, Senator • Sources on the Internet Trent Lott, Speaker of the House Newt Gingrich and Chairman of the Appropriations Committee, Congressman Bob Livingston. 2 Program Summary The Elected: The Presidency and Congress

The Elected: The Presidency and Congress takes the of a chosen body of citizens, whose wisdom may viewer into the world of legislative politics. The best discern the true interest of their country, and United States government was created to decentral- whose patriotism and love of justice will be least ize power, to protect the American public from a likely to sacrifice it to temporary or partial consid- tyrannical leader as envisioned by erations.” Madison expected our founding fathers, having re- our elected representatives to cently fought to overthrow such look toward compromise to tyrannical leadership. Perhaps achieve the best response one they did much too good a job. can hope to achieve given the many viewpoints about how The federal government is best to govern. divided into three branches—the executive, the legislative and the Many Americans are becoming judicial. Each branch has powers cynical over what they see as granted to it by the Constitution, gridlock in our government, and each branch is able to impose the inability to accomplish the checks and balances on the other most basic of legislative actions. two. This system led political Many had hoped in 1992, with scientist Richard Neustadt to the advent of the first Demo- describe “a government of sepa- cratic president in 12 years and rated institutions sharing powers.” a Democratic Congress in place, Perhaps nowhere more than in we would see an end to grid- the legislative process do we see lock and ineffectual government. those “separated institutions” But as the first segment in The struggling to retain their portion Elected shows us, being of the of those shared powers. The President Clinton. same political party does not Elected specifically takes up the executive and the guarantee cooperation between the executive branch legislative branches and how the deliberative process and Congress. envisioned by the founding fathers may have turned into gridlock. As a newly elected president, Bill Clinton fell into the arrogance-of-power trap. Perhaps Tom Mann Without compromise the newly formed United of the Brookings Institute said it best, “I think most States of America would not have had the Constitu- presidents, most new presidents, overestimate the tion that we so value today. Complex areas of power of the office they have just won.” This over- disagreement separated the framers. Initially, the estimation of power cost President Clinton the questions of ending the slave trade, numerical support of conservative and more moderate Demo- representation, and how the legislative bodies crats in Congress. The President cannot order others would represent their small and large constituencies to follow. He must lead by persuasion. If that per- were solved by such proposals as the Three-Fifths suasion is lost on Congress, he can turn to the Amer- Compromise and the Great Compromise. Their ican public as Franklin Roosevelt did, but ultimately names say it all. One final argument threatened it is the Congress that will or will not pass the to split the new nation, the argument over govern- legislative package a president puts forth. mental rights versus individual rights. The Bill of Rights solved that controversy. Bill Clinton won some and lost some, most notably, health care reform, in his earliest attempts at legisla- Is compromise a concession, yielding or pragma- tive leadership. In the process he drove the Blue tism, a practical way of solving problems? One is Dog Democrats into the arms of the Republicans. seen as defeat, the other practical, realistic. Look The language of another time gave us the name, again at the words of James Madison, in The yellow dog democrat. This was someone who Federalist, No. 10: “. . . refine and enlarge the would vote for a Democrat even if it were a yellow public views, by passing them through the medium dog. The Blue Dogs were born when prominent 3 Louisiana artist George Rodrigue, famous for his blue Seventy-four freshmen Republican congressmen, dog art inspired by his dog Tiffany, created a painting inspired by the Contract with America and or- for his friend, Democrat-now-turned-Republican chestrated by the new Speaker of the House, Newt Jimmy Hayes (R, LA). Hayes was denounced for voting Gingrich, moved like a blitzkrieg. They passed all but against the Democratic-inspired budget. Rodrique one component, term limits, of the Contract with painted an oil which he titled The Washington Blue America. But their never-say-die attitude made them Dog and wrote a caption saying, “Jimmy Hayes, the more willing to fight than to compromise, and the Blue Dog Democrat.” Hayes supplied blue dog pins for public backlash against them and Speaker Gingrich other conservative Democrats. The Wall Street Journal stopped the revolution at the doors of the Senate and picked up on the pins and the designation stuck. the Oval Office.

The Republicans, led by Newt Gingrich (R, GA), Compromise is not surrender; it is a pragmatic saw Clinton’s mistakes as fatal blunders and set out course of action envisioned by the Constitution’s not only to gain control of Congress but also to framers to make government operate in a slow shift the center of power. It was this course of and deliberate manner, creating consensus rather action that led to the downfall of Newt Gingrich than bowing to the capriciousness of any one and the Republican revolution. faction.

The Elected: The Presidency and Congress has the following segments presented in this order:

The Democrats: • Gingrich is picked as Speaker by newly elected • Bill Clinton is elected and faces legislative Republican House members. Republican obstacles. program introduced. • Senator David Boren (D, OK) defects over the • House freshmen revolt over purging of one of economic package. their own. Senate moderates also revolt against • Democrats attempt to police their party after the discipline. revolt of the Blue Dogs. • The farm subsidy proposal is modified by con- • Health care reform fails. stituency politics. • The budget impasse leads to shutdown of the The Republicans: federal government, while Republicans divide. • Newt Gingrich directs the 1994 Republican President Clinton wins a round in the budget election landslide in the House. war.

Above: House Speaker Newt Gingrich. Right: Hedrick Smith and Senator Robert Dole. 4 Suggested Activities for The Elected: The Presidency and Congress

1. Assign each student to write a letter from the 3. Let students form two homogeneous groups perspective of a person who is visiting the United according to their places on the political spectrum States and has observed first hand any of the events as determined by the earlier activity, or help them depicted in one of the case studies from The People form two consensus groups through agreement on and the Power Game. select issues. • The student should write in first person to a • Using copies of party platforms from various friend who is an American citizen. political parties have each group create a 5 to • The student should communicate feelings as 10 plank platform upon which they can reach well as objective opinions. agreement using a one vote per person, major- • Have students exchange letters and reply to ity rule. the issues raised. • No minority reports are allowed; they must compromise to reach an agreement. 2. Use the most recent party platforms of the • Have the groups present their platforms to the Democratic, Republican, and any other parties. class. • Give each group different parts of the • Each student should write a paper explaining platforms. how he or she feels about the platform. Papers • They are to create short statements that should include the areas the students com- summarize positions on a variety of issues. pletely, or for the most part, agree with in the • The teacher will need to compile the state- platform and those they would have preferred to see changed. ments into a questionnaire to which students can answer agree or disagree. (Note this • Let each group tell the class how it reached exercise is a classroom simulation and of consensus. Discuss: What were the hardest necessity generalizations must be made.) issues upon which to find agreement, the easiest? Why do they think it happened that • Together with the class, classify the answers way? Continue to debrief the students follow- as most likely liberal or most likely conserva- ing the direction of their experiences. tive. • Students score their sheets with one point for 4. Give students copies of all or parts of The the most likely liberal answer and two points Federalist, No. 10 and Washington’s Farewell Ad- for the most likely conservative answer. dress. Ask students individually or in groups to find • Generate a discussion on why a liberal or a and list the admonitions of Madison and Washing- conservative might agree or disagree with each ton against factions. Discuss why they think Madi- son, Washington and others felt so strongly. Did any statement. of their predictions come true? Are any of their • By generalizing, the lowest scores would be arguments viable today? the most liberal; the highest scores the most conservative. 5. Acquaint students with the classifications of • Use the scores to introduce and generate (1) a governments based upon the type of executive and human political spectrum, and (2) a graphical the relationship of the executive to the legislature— one. (Remember, this is just one class and the presidential, parliamentary or dictatorial. Introduce spectrum only fits its range of beliefs. You may the basic characteristics of each type. A chart or have a class of very liberal or very conservative frame is useful for this. students, but on the spectrum someone will be • Divide the class into three groups. Each group the farthest left and someone will be the is assigned a government type and must formu- farthest right.) late a government based on that type. • As students stand in the human political • Introduce one scenario from the following list spectrum, ask them to look around and note if to each group: there are any surprises as to where they or their }Your group must organize on a deserted classmates are standing. island. • Ask them to speculate on why that might be. }Inflation is growing to alarming levels. 5 } Your group is under attack. You must decide • Assign the class to research and prepare a how to respond. paper on how Roosevelt changed the presi- } A controversial piece of legislation needs to dency. be addressed. • Investigate the leadership of a modern presi- } Citizens feel pressured and complain that dent. How does the presidential legacy left by their life, liberty and property are under your choice compare with Roosevelt’s. attack. • Discuss what problems the government type 11. Discussion: From The People and the Power creates for the group. Why? Game, compare the Democratic caucus’ attempt to bring the Blue Dog Democrats in line on Clinton’s • Which government type might be best suited economic package and the Republican leadership’s to handle the immediate problem? Why? attempt to punish Mark Neumann and Mark Having looked at various government formats and Hatfield’s defections. their capacity and competency to handle problems, • What were the immediate results in each case? ask students to write a paper describing under which type of government they would prefer to live. • Speculate on the long-term results. • What do these case studies say about party 6. Have students complete a chart detailing the loyalty vs. personal conviction or constituent three branches of government and the Separation of responsibility? Powers and Checks and Balances as designated by • Research historical cases of this same dilemma. the Constitution (see page 18). • Where do we see these elements at play in The 12. Ask a student to explain Congressman Parker’s People and the Power Game? statement, “If you take a yellow dog Democrat and you put your hands around his neck and you • Given the layout of the branches, what breed squeeze hard enough and he can’t breathe, he be- of politician is most likely to generate the best comes a blue dog. And if you keep squeezing, he outcomes? becomes a Republican.” • Are there events currently in the news that portray these elements? 13. Review with the class the historical compro- mises that give form to the Constitution of the 7. Assign the class to create and take a poll, write a United States—the Three-Fifths Compromise, the paper, or initiate a class discussion on the following Great or Connecticut Compromise, the addition of topics. the Bill of Rights. • What are the inherent weaknesses/strengths of • Analyze the words of James Madison in The the presidency? Federalist, No. 10 as he clarified the intentions • Congress? of the framers of the Constitution: • Where should America look for policy The effect of the first difference is, on the one hand, leadership—the President, Congress, both, to refine and enlarge the public views, by passing neither? them through the medium of a chosen body of citizens, whose wisdom may best discern the true interest of their country, and whose patriotism and 8. Have students use a graphic depiction of How love of justice will be least likely to sacrifice it to a Bill Becomes Law to trace the path of a bill temporary or partial considerations. through both houses of Congress and on to the • Discuss the spirit of compromise intrinsic to President. Completely label the chart. Label all the our decentralized three-branch government. points where a bill can be blocked from passage. • What forces are causing this spirit to break down in the legislative process? 9. Ask the class to brainstorm suggestions for • Is this a recent phenomenon or have we seen reform in the legislative process. Ask the class to it at other times in our nation’s history? critically examine the list. • What sacrifices must politicians make to renew • Which suggested reforms seem to make the this spirit of compromise? most sense? Why? • What sacrifices are necessary on the part of the • If major reforms were passed in Congress and media? Interest groups? Citizens? the legislative process speeded up, would this be desirable or not? Explain. 14. Have students research the Blue Dog Demo- crats who switched to the Republican Party after 10. Hedrick Smith comments on the presidential Republicans won control of Congress in 1994— leadership of Franklin Roosevelt during the De- Mike Parker (MS), Greg Laughlin (TX), Billy pression. FDR’s activism changed the face of the Tauzin (LA), Jimmy Hayes (LA) and Nathan Deal Presidency forever. (GA). 6 • Of those who have stood for re-election, how spectrum, but most Americans are centrists. Do have they fared? you agree or disagree? • Let the class develop questions to ask (via e-mail or letter) someone on the national, state or 17. Have students write papers or present argu- local political level who has switched political ments on the following. Suggestions to end demo- parties. sclerosis included electing the president and both houses of Congress for the same term, electing 15. Have the class examine the Clinton approval Congress after the presidential election or putting graphs on this page and answer the following: one party in control of Congress and the presi- • What trends can you discern from 1993 to the dency. Do you agree with these proposals? What end of 1995? would you suggest? • Pinpoint various incidents in Do you approve of the way Bill Clinton 18. Do you The People and is handling his job as president? think political the Power Game: % parties are Approve 1993 }Clinton’s a good thing, first 100 days (Jan.- a necessary May 1993); part of bring- }Debate and ing cohesion passage of the and direction Clinton economic to our govern- package (Aug. ment? 1993); }NAFTA 19. Ask the debate and passage class: Of (Nov. 1993); % primaries, }The health Approve 1994 conventions care reform debate and party (Aug. 1994); caucuses, }The 1995 which do you budget battle, the feel has the veto of the Republi- tendency to cans’ Balanced foster more Budget Bill and public partici- anticipated subse- pation? Record quent federal students’ government shut- % 1995 answers. Have down (Sep.-Oct. Approve students ask 1995). their families • What hap- and community pened to Clinton’s members. approval rating? Is Record the this what you replies. Is there expected? Why or a consensus? why not? Post the • Obtain the Source: question to a same data for other Gallup Polls listserv on the U.S. presidents. Internet. Gallup data is available beginning with Truman (http://www.gallup.com). 20. Do you support term limits for Congress? • How do Clinton’s approval ratings compare? Why or why not? What time frame would you • Which presidents have had the lowest overall choose if there were a limit? approval ratings? The highest? • Chart other presidents’ approval ratings with 21. Senator Cohen asked the question, “ . . . how various incidents in history. do we restore confidence in our institutions . . . ?” Ask the class to discuss that issue. Have students 16. For discussion: Congressman Orton said that ask the question outside the class and post it on both the Republican and Democratic parties are an Internet listserv. Do the answers reveal any controlled by the extreme factions on the political geographical or socioeconomic trends? 7 Program Summary The Unelected: Lobbies and the Media

The Unelected: Lobbies and the Media takes the The daily challenge is to choose what news to viewer inside the “shadow government”—the report and how to treat it. Television finds it far lobbies and the media, who exercise power in the easier to cover personalities, scandals and snafus name of the American people and whose perfor- than to explain the complexities of policy, econom- mance affects whether the public feels well served ics, or the inner workings of Congress. Graphic by American democracy. pictures or extremist accusations dominate the newscasts. Sensationalism pushes aside news about Under the Constitution, formal power is granted to the substance of government. elected officials and those appointed to the execu- tive branch by the president. People complain that In the relentless race for audience ratings and this official bureaucracy has become bloated, but readership, the mainstream media stands charged actually, the federal government has shrunk during with lowering its news standards, with blurring the the 1990s by 200,000 employees. line between fact and opinion. In this program, news anchors Dan Rather of CBS News and Peter What has been growing rapidly is the unelected Jennings of ABC News acknowledge their uneasi- power centers of the media and the lobbies. Writer ness at recent episodes and trends, such as the Kevin Philips estimates that the armies of profes- supermarket tabloid allegations against presidential sionals working to influence government policy is candidate Bill Clinton in 1992. The networks, Dan far larger than ever and now numbers 60,000 Rather says, are “right at the brink of being totally lawyers, 90,000 lobbyists, hundreds of trade asso- overwhelmed and consumed by entertainment ciations, labor unions, citizens groups—all pushing values as opposed to news values.” their special agendas. Conflict is another favorite theme of the press. The The media, too, is ex- conflict between the ploding. In the 1930s, White House press the entire White House corps and the presi- press corps could fit dency epitomizes around the desk of today’s combative style President Franklin of journalism and the Delano Roosevelt. distrust that has Today, there are 1,800 developed between the reporters, photog- media and the gov- raphers, television ernment since the producers and other Vietnam War in the media personnel who 1960s and the Water- are accredited to the gate break-in during WhiteHouse. In all, the 1972 presidential 12,000 journalists campaign and the work in the nation’s subsequent coverup by capital. President Nixon.

The Media: Its explo- CBS News anchor Dan Rather and Hedrick Smith. Today, reporters make sive growth has left their careers by expos- the mainstream media—the national television ing official wrongdoing. That has led to a culture of networks and the major newspapers—vulnerable to “gotcha” journalism. Exposes and conflicts are more new competition from cable television, talk radio, enticing stories to report than the necessary but less supermarket tabloids and infotainment shows like dramatic give-and-take of political compromise. “Hard Copy” or “Inside Edition,” which play up entertainment and scandal over factual political With apathy rampant among American voters, news and issue coverage. critics blame the press for feeding public cynicism 8 about government. People with members of Congress say that the media, by its to push their pet legisla- increasingly negative tone, tion. The feeling that by turning tabloid, and by Washington is dominated treating government as a by this “inside money world of underhanded deals game” has fueled public and power plays, has dis- disillusionment with gov- torted the public agenda ernment and has left many and provoked public mis- ordinary citizens feeling trust—both toward politi- that they cannot compete cians and toward journalists. with special interests.

The Lobbies: Citizen par- The newest wrinkle in ticipation is the essence of lobbying is “the outside democracy. Going to Wash- game.” This means going ington to see your member over the head of Congress of Congress is putting the to the country at large with First Amendment into an issue, the way a presi- action. It is exercising the dent does from what Pres- constitutional rights of free Congressman Tom DeLay (R, TX, standing). ident Theodore Roosevelt expression and free assembly. called “the bully pulpit” It is petitioning the government—to protect the of the White House, and then mobilizing public environment, preserve favorite programs, or rescue opinion to switch votes in Congress. the public from higher taxes. Our democracy cannot function without the citizen effort to influence policy In one instance, the insurance industry fought debates, what is called lobbying. against President Clinton’s proposed reform of the American health care system with a series of televi- But today, lobbying has become a highly sophisti- sion advertisements targeted at the home districts cated industry. It is not just folks coming from of important members of Congress. These were the California, Texas or Pennsylvania to see their “Harry and Louise” ads, showing a man and his senators. It is the professional influence peddlers— wife criticizing the President’s program at their lawyers, lobbyists, ad men, telemarketers, public kitchen table. relations firms and grass roots organizers—who often overpower and push aside ordinary citizens. Another tactic is to spend millions on hiring tele- marketers to phone hundreds, even thousands of Great power and influence are exercised by the people. When the people agree with the position PACs—Political Action Committees, or the finan- of the lobbyist, the telemarketers put their phone cial arms of special interest groups that put up calls through to members of Congress to influence much of the money for our political campaigns. their vote. Advocates of this practice defend it as In fact, lobbying and funding campaigns have democracy in action. Critics say this is not grass- become the Siamese twins of American politics, roots opinion but “Astroturf,” artificially generated because professional lobbyists have learned that opinion. They contend this method distorts democ- one of the best ways to gain access to politicians is racy because it exaggerates public support of lobby- to provide the money that helps them get elected. ists’ causes and because it favors people and organi- After the election, the PAC lobbyists have a better zations rich enough to pay for this high-priced chance than most ordinary people to sit down lobbying.

The Unelected: Lobbies and the Media contains the following segments: The Media: The Lobbies: • CBS in “the competitive pit.” • The money game: bucks and beliefs. • Tabloids turn the mainstream media. • Tom DeLay and U.P.S. vs. OSHA. • Newt Gingrich’s rise and fall in the media. • Stealing the bully pulpit: Harry and Louise. • The rush to judgment—instant analysis. • The First Amendment in action. • The people vs. the media: issues vs. inside • Tobacco and the money game. baseball. • Smokescreen lobbying. • CBS: Getting back in touch. • “Astroturf”—artificial grassroots.

9 Suggested Activities for The Unelected: Lobbies and the Media

1. Discuss with the class: difference between institutional and member- • Do the actions of political parties differ from ship interest group formation? Can you tie any what interest groups do? group formations to specific historical, legis- • Would stronger political parties decrease the lative or executive activities? need for interest groups (lobbyists)? • Why would a Democrat want to “convert” to 3. To initiate classroom discussion: What social a Republican? trends and changes in contemporary America have • How do government agencies act as interest the potential to stimulate interest group formation? groups? Why would they need to? 4. How can interest groups help facilitate the 2. Use the following questions for class or group legislative process? The class can consider this ques- discussions or ask students to research and present tion in general or with specific reference to the papers on the topic. graphic How a Bill Becomes Law (below). • What do you believe is the relationship be- tween active government involvement and 5. Ask students to graphically depict the symbiotic interest group formation? Why? relationship between interest groups and Congress • Find data to support or repudiate your suppo- discussed by Tony Motley in The People and the sitions. Create a graph to demonstrate your Power Game. findings. • Identify the interest groups as either member- 6. Brainstorm a list of tactics interest groups can use ship (supported by contributions of individu- to influence Congress. als) or institutional (supported by business, • Which would be most/least effective? Why? labor, institutions, foundations, etc.). • What, if any, restrictions would you place on • Is there a numerical or chronological interest groups? Why? How a Bill Becomes Law (With obstacles to passage in red)

Floor Action Committee Hearings Public hearings held and Bill is introduced amendments made. in one chamber Committee chair can delay Party leaders seek to or speed up the process. influence vote on party lines. (House or Senate) Bill can be pigeonholed Presiding officer may Presiding officer controls (killed) or reported out bill’s progress. assign bill to a favorable to the floor. or unfavorable committee. If passed, sent to other chamber

Other Chamber Committee hearings and floor action repeated. If no If changes Returned passed made to original with chamber amendments If not Party ideology vetoed Bill becomes Law can vary in each Bill goes to President chamber and can reduce If original chamber President can veto entire bill chances for compromise. concurs with changes or can veto line items.

10 • Research to see if any of your ideas have been • Have students study the Federal Election Cam- enacted. Any proposed in the recent past? paign Act of 1974. What changes to the rules What happened to them in Congress? governing PACs would they propose? Why?

7. Begin a class discussion. It has been suggested 13. For class discussion or papers: Forum partici- the media is most effective in affecting how politics pants proposed various methods for funding elec- are conducted. tions. With which proposals do you agree? Why? • Do you agree or disagree? Explain. Cite Have students expand on those proposals to improve examples to support your position from the them or devise their own. programs and from current events. 14. Ellen Miller of the Center for Responsive 8. Have students, working in pairs, choose differ- Politics gave some interesting statistics: $724 ent topics currently in the media. million was given in the 1994 election and it is • Have each pair check television, radio, news- estimated that $1.5 billion will be spent on the paper, periodical and, if available, online 1996 election. Find statistics on giving and spend- services’ reports on the topic. ing from earlier elections. How do these compare? What are the percents of increase (or decrease)? • Compare the reports’ language, slant, place in To gain some point of reference, use budget figures the overall news and amount of coverage. from your school, town, state or another area to • What generalizations can be drawn from the compare with the $724 million and $1.5 billion information? figures. Create a graph to show these comparisons. • Let each pair report its findings to the class. Do any overall patterns emerge? What conclu- 15. Ms. Miller cites additional interesting figures: sions can the class infer from this exercise? 1 Less than /3 of 1 percent of the population gives • If there is enough data, have the class rate the $200 or more to a candidate; business interests give various media sources as to bias in reporting seven times more than labor; and energy interests or political leanings. outspend environmental concerns by 10 to 1. A forum member responded with the question, “How 9. Begin with a discussion on the following. Pro- can you get democracy to work in that context?” gramming choices made by the electronic media Answer Ms. Garriga’s question. What would you unduly influence the public agenda. Agree or propose to change these statistics? disagree? Explain your position. • Have the class ask this question of others in 16. Senator Bradley said the Supreme Court ruled the school, home and community. [Buckley v. Valeo (1976)] that a wealthy man’s • Chart the results by age, sex and race. pocketbook (money) can obtain public exposure for • What trends, if any, can be discerned from the him in the same manner public exposure can be answers? obtained freely by a poor man on a “soapbox.” Do you agree? 10. Review with the class the basic provisions of the Federal Election Campaign Act of 1974 (see page 17. For class discussion: “Do you trust the press?” 16). How has this law impacted on the power of What grade would you give the press? Explain. political parties? 18. Take a class poll and then a larger one in your 11. Paper topic: Based on the discussion in The school and community. Ask participants to name People and the Power Game, why is “towing the the Three Stooges and three Supreme Court justices. party line” not as powerful a mandate now as in How do your respondents stack up? Do Americans earlier sessions of Congress? have responsibilities as well as rights? Make a list of some of those responsibilities. 12. Divide the class into groups. Ask each group to research a Political Action Committee (PAC). 19. What is civic journalism? Could the practice of civic journalism attack public cynicism? What other • Which members of Congress received funds tactics might reduce cynicism? from the PAC? • Did students find any pattern of legislative 20. Hedrick Smith said, “American democracy voting that correlated with the PAC’s cause? will not work better unless all of us get engaged • How much influence do they think a PAC has and try to make it work better ourselves.” Ask over a member of Congress? students what they can do, at this point in their • How can creating a PAC be beneficial to small lives, to begin to make American democracy work businesses and associations? better. 11 Extended Activities

1. Gathering data on an issue: 4. Research: Identify the major leadership positions • Have student groups choose an issue, in the House and Senate. brainstorm interview questions and conduct interviews with at least 10 people. The people 5. Activity: Have students rank the values below in interviewed should represent a cross section— order of importance to them. Have them compare of age, race, sex, occupations and political answers with others in the class. parties. ___ Individual freedom • Have each group gather data and create a ___ Property ownership statistical representation (in graph or chart ___ Law and order form). ___ Freedom of religion • Each group uses the class’ information to draw conclusions or formulate a hypothesis. ___ Freedom of speech ___ Freedom of the press • Each group presents its data and conclusions to the entire class. ___ Equal opportunity ___ Financial security 2. Timeline for each segment of The People ___ Personal security and the Power Game: To help students under- ___ Love of country stand the order of events and to see the timespan ___ Rooting for the underdog involved in the legislative process, have them create ___ Tolerance a detailed timeline. ___ Justice ___ Majority rule 3. Class discussion topics: ___ Protection of minority rights • What kinds of power do you have available for action in the political arena? After students have gone through the exercise, • What kinds of power would you like to see ask them as a class to rank the values as they believe citizens acquire? the majority of Americans would rank them. Have • What do you want from government? them compare their rankings with those of their • What is government capable of delivering? parents or other classes in their school. The People in the Programs (Identified by their status as of May 1996)

The Elected: The Presidency and Congress

White House Officials House and Senate LEON PANETTA White House Chief of Staff, Democratic Leadership Clinton Administration RICHARD G EPHARDT Congressman, Missouri 3rd GEORGE STEPHANOPOULOS Senior White House Advisor, District, Minority Leader, Clinton Administration [email protected] DEE DEE MYERS Former White House Press DAVID BONIOR Congressman, Michigan, Secretary, Clinton Adminis- 10th District, Minority Whip tration THOMAS A. DASCHLE Senator, South Dakota, DAVID GERGEN Former White House Minority Leader, tom_daschle Counselor, Clinton Admin- @daschle.senate.gov istration and Republican Presidents Nixon, Ford and House Democrats/Party Loyalists Reagan GEORGE MILLER Congressman, California 7th HOWARD PASTER Former White House Con- District, gressional Liaison, Clinton [email protected] Administration DAVID OBEY Congressman, Wisconsin, 7th District 12 JOHN DINGELL Congressman, Michigan House Republican Members 16th District, former chairman HENRY HYDE Congressman, Illinois 6th House Energy and Commerce District, Chairman, Judiciary Committee Committee LESLIE BYRNE Former Congresswoman, BOB LIVINGSTON Congressman, Louisiana 1st Virginia, 11th District District, Chairman Appropria- DAN ROSTENKOWSKI Former Congressman, Illinois; tions Committee former chairman, House Ways PAT ROBERTS Congressman, Kansas 1st and Means Committee District, Chairman, Agriculture Committee, emailpat Democrats/Party Rebels: @hr.house.gov Blue Dogs and Lone Rangers GERALD SOLOMON Congressman, New York 22nd MIKE PARKER Congressman, Democrat who District, Chairman, Rules who switched to Republican, Committee Mississippi 4th District MARGE ROUKEMA Congresswoman, New Jersey CHARLES STENHOLM Congressman, Texas 17th 5th District District VIN WEBER Former Congressman, GARY CONDIT Congressman, California Minnesota 18th District DAVID BOREN Former Senator, Oklahoma Senate Republicans JIM COOPER Former Congressman, Tenn- ROBERT DOLE Senator, Kansas, Majority essee, introduced Cooper Leader Health Care Plan WILLIAM COHEN Senator, Maine [email protected] House Republican Leadership MARK HATFIELD Senator, Oregon, Chairman NEWT GINGRICH Congressman, Georgia, 6th Appropriations Committee District, Speaker of the House, ARLEN S PECTER Senator, Pennsylvania, [email protected] senator_specter@specter. JOHN BOEHNER Congressman, Ohio 8th Dis- senate.gov trict, Republican Conference RICK SANTORUM Senator, Pennsylvania, Chairman [email protected]

House Republican Freshmen Scholars on Government DAVID MCINTOSH Congressman, Indiana 2nd NORM ORNSTEIN Resident Scholar, American District, mcintosh@ Enterprise Institute hr.house.gov TOM MANN Program Director, Governmental MARK NEUMANN Congressman, Wisconsin 1st Studies Program, Brookings District, mneumann@ Institute hr.house.gov DAVE MASON Vice President, Heritage MARK SOUDER Congressman, Indiana 4th Foundation District The Unelected: Lobbies and the Media Broadcast Media PAUL TAYLOR Former Reporter, Washington DAN RATHER Anchor, Managing Editor, Post CBS Evening News JEFFERY BIRNBAUM Time Magazine Correspondent ANDREW HEYWARD President, CBS News JEFF FAGER Executive Producer, CBS Media Commentators Evening News MANDY GRUNWALD Former Clinton Media Advisor ERIC ENGBERG Correspondent, CBS News THOMAS PATTERSON Professor, Syracuse University JERRY NACHMAN Vice President, News, TOM ROSENSTIEL Media critic, Newsweek WCBS-TV, CBS Affiliate in MARVIN KALB Media Analyst New York City PETER JENNINGS Anchor, ABC World News Lobbyists and Industry Spokespeople Tonight ROBERT RUSBULDT Vice President, Federal Affairs JEFF GREENFIELD Correspondent, ABC News for Independent Insurance BRIT HUME White House Correspondent, Agents of America ABC News JOHN MOTLEY Lobbyist, National Retail GAIL BENDING WJZ News Director, Baltimore Federation NEYSA SOMPLE Lobbyist, Ohio, anti-smoking Print Media interest group PAUL S TAROBIN Reporter, National Journal JANET STUDER Lobbyist, Ohio, anti-smoking DAN MORAIN Reporter, Los Angeles Times interest group 13 MICHAEL PERTSCHUK Co-director, Advocacy Institute, LINDA SMITH Congresswoman, Republican, an organization supporting Washington 3rd District, other non-profits’ advocacy [email protected] efforts JOHN BOEHNER Congressman, Ohio 8th Dis- LISA FRENICKS Lobbyist, Ohio, anti-smoking trict, Republican Conference interest group STEVE L ARGENT Congressman, Republican, DAVID REHR Lobbyist, National Beer Oklahoma 1st District Wholesalers Assn. BRUCE GATES Lobbyist, Wholesale Grocers Executive Branch Officials Assn. JOSEPH DEAR Assistant Secretary, Occupa- WILLIS GRADISON Health Insurance Assn. tional Safety & Health Adminis- President tration JACK BONNER President, Bonner and Asso- MIKE MCCURRY White House Press Secretary, ciates Clinton Administration MIKE MALIK President, Triad Communi- GEORGE STEPHANOPOULOS Senior White House Advisor, cations Clinton Administration BEN GODDARD Media consultant to lobbyists, responsible for the “Harry and Commentators Louise” advertising campaign ELLEN MILLER Executive Director, Center CHARLES BLIXT Senior Vice President, R.J. for Responsive Politics Reynolds Tobacco Company CHARLES L EWIS Executive Director, Center LAURIE BAULIG American Trucking Assn. for Public Integrity, a non- profit watchdog organization Congresspeople KEVIN PHILLIPS Author, political analyst TOM DELAY Congressman, Republican, Texas 22nd District, Majority Whip HENRY WAXMAN Congressman, Democrat, California 29th District Voters’ Forum Panel Government Officials and Academic Specialists Former Officials PROFESSOR KATHLEEN Dean, Annenberg School of SENATOR BILL B RADLEY Democrat of New Jersey, HALL JAMIESON Communications, University [email protected] of Pennsylvania SENATOR W ILLIAM Republican of Maine, COHEN [email protected] PROFESSOR BARBARA University of California at LLOYD CUTLER Former White House Counsel SINCLAIR Riverside, to Presidents Carter and Clinton [email protected] REP. WILLIAM ORTON Democrat of Utah, [email protected] Media and Media Reformers REP. CHRISTOPHER SHAYS Republican of Connecticut, CHRIS BURY ABC News Nightline [email protected] ED FOUHY Director, Pew Center for Civic Journalism KENNETH T. WALSH White House correspondent, U.S. News & World Report

Lobbyists and Specialists on Campaign Finance AARON BELK Executive Asst. to President of Teamsters Union ELLEN MILLER Director, Center for Responsive Politics DAVID REHR Vice President, National Beer Wholesalers Assn.

ABC News Nightline’s Chris Bury (first row left) with citizen participants in the Voters’ Forum. 14 Referenced Information

Blue Dogs: A yellow dog Democrat was someone is a play on arterial-sclerosis or hardening of the who would vote for a Democrat even if it were a arteries, as Hedrick Smith noted. yellow dog. The Blue Dogs were born when promi- nent Louisiana artist George Rodrique, famous for Freedom to Farm Act of 1995: Among other his blue paintings of his dog Tiffany, created a provisions, this bill established annual and aggregate painting for his friend, Democrat-now-turned- limits on commodity credits for farm and export Republican Jimmy Hayes (R, LA). Hayes was expenditures through the crop year 2002 and denounced for voting against the Democratic created the Commission on 21st Century Produc- inspired budget. Rodrique painted an oil which he tion Agriculture to assess the current and future titled The Washington Blue Dog, with a caption that condition of U.S. agriculture, including the appro- read, “Jimmy Hayes, the Blue Dog Democrat.” priate agricultural role of the government. President Hayes had blue dog pins made for other conserva- Clinton signed this bill into law in April 1996. tive Democrats. The Wall Street Journal picked up on the pins and the designation stuck. Health Security Act: This plan from the Clinton administration to achieve universal health insurance Bully Pulpit: President Teddy Roosevelt said the coverage through improved access to standardized presidency was a bully pulpit, describing it as an and affordable health plans failed to pass Congress. excellent medium for the communication of ideas. Managed Competition Act of 1993: The California Proposition 188 general objective of this bill, also known as the Statewide Smoking/Tobacco Regulation Cooper Health Care Plan, was to reform the health • Repeal and preempt local smoking and care marketplace to provide universal access to care tobacco regulations. through competitive health plans. Another specific • Repeal and replace existing statewide smoking objective of this bill was to lower the rate of in- and tobacco regulations. crease in health care costs by the year 2000 to equal • Permit amendment of tobacco regulations by the rate of increase in costs in the economy as a two-thirds vote of Legislature. whole. This bill failed to pass. • Ban public smoking with significant exceptions. • Permit smoking sections in restaurants and employee cafeterias with conditions. • Bars not regulated. • Permit smoking in private offices and business conference rooms with occupants’ consent. • Exempt from smoking regulations gaming clubs, bingo establishments, racetracks, sports facility private boxes and smoking lounges. • Regulate location of tobacco vending machines and billboards. • Increase penalties for tobacco purchases by minors.

Democratic Leadership Council: The DLC is an organization of centrist and conservative Demo- crats formed in 1985. The founders, mostly South- ern Democrats, wanted to counter the policies of the more liberal wing of the Democratic party and Republican presidential victories. A primary goal of the DLC was to reclaim the center of the political spectrum, thereby making Democratic presidential candidates more viable contenders. David Boren, Jim Cooper and many political Blue Dogs have been members. Bill Clinton is a former chairman.

Demo-sclerosis: Term coined to describe the sluggish behavior of politics in democracy. The term Senator David Boren (D, OK) with Hedrick Smith. 15 Left: ABC News correspondent Brit Hume with Hedrick Smith in the White House press room. Above: ABC anchor Peter Jennings.

Oligarchy: Governing by a few. ending a 16-month impasse. The budget was cut by $20 billion from 1995 levels, but the reductions Omnibus Budget Reconciliation Act of came strictly from annually approved domestic 1993: Clinton’s 1993 economic plan, which passed programs and not from the Medicare and Medicaid by one vote in the Senate and was signed into law programs originally targeted. in August 1993. Three key elements of the act were an economic stimulus to create jobs; long-term Seven-Year Balanced Budget public investments to increase productivity; and a Reconciliation Act of 1995: Passed by Con- deficit-reduction plan. The plan’s goal was to re- gress in November 1995 and vetoed by President duce the deficit by close to $500 billion over five Clinton, this package aimed to balance the federal years. The blueprint involved spending cuts, par- budget by the year 2002—by cutting $245 billion ticularly in the areas of defense and Medicare, and in taxes over seven years; reducing spending on tax increases. Medicare, welfare and Medicaid benefits; reducing subsidies to farmers; and cutting back or eliminating Omnibus Consolidated Rescissions and hundreds of federal programs. Appropriations Act of 1996: Signed in April 1996, this act finished financing scores of federal Symbiotic relationship: Two or more entities agencies for the remainder of the 1996 fiscal year, existing in a close, usually beneficial relationship.

1974 Federal Election Campaign Act—CONTRIBUTION LIMITS Candidates for Congress can spend as much limits apply. Contributors to federal campaigns, on money as they can raise, whether from their own the other hand, do face limits in what they can give pockets or from those of contributors. No spending to a federal candidate or a national political party. Federal Campaign Spending Limits

Gifts To any candidate or To any National To any PAC or Other Total Candidate Committee Party Committee Political Committee Time Period Per Election Per Calendar Year Per Calendar Year Per Calendar Year Individual $1,000 $20,000 $5,000 $25,000 Multi-candidate $5,000 $15,000 $5,000 No Limit Committee Other Political $1,000 $20,000 $5,000 No Limit Committee SOURCE: Federal Election Commission The Supreme Court ruled, in Federal Election Comm’n an issue. Also, contributions channeled to a state party v. National Conservatives PAC (1985), that PACs can committee or state-registered PAC are not regulated spend unlimited amounts on behalf of a candidate or by federal law.

16 Republican Contract with America These 10 bills were the legislative centerpiece of political actions and legislation proposed by Republican candi- dates running for Congress in 1994. Items followed by an asterisk (*) had been signed into law as of May 1996.

1. Fiscal Responsibility Act 6. National Security Restoration Act • Amend the Constitution to require a • Prohibit US troops in UN missions under balanced budget foreign command • Give president a line item veto* • Prohibit defense cuts to finance social programs 2. Taking Back Our Streets Act • Develop a missile defense system • Require restitution to victims • Cut funding for UN peacekeeping missions • Increase grants for prison construction • Speed deportation of criminal aliens 7. Senior Citizens’ Equity Act • Create community, anti-crime block grants • Repeal 1993 increase in taxable Social • Limit death row appeals Security benefits • Permit $30,000 of earned income without 3. Personal Responsibility Act loss of Social Security benefits • Create state welfare block grants • Provide a tax credit for long-term care • End automatic welfare eligibility insurance purchase • Cap welfare spending • Establish lifetime, five-year benefits cap 8. Job Creation and Wage Enhancement Act • Require work after two years of benefits • Cut capital gains tax rate and accelerate depreciation 4. Family Reinforcement Act • Reduce unfunded mandates* • Require parental consent to survey children • Reduce paperwork* • Provide tax credits for adoption and elderly • Require federal agencies to assess risks, use home care cost-benefit analysis, reduce paperwork and • Increase penalties for sex crimes against reimburse property owners for value loss due children to regulations • Strengthen child support order enforcement 9. Common Sense Legal Reforms Act 5. American Dream Restoration Act • Enact national product liability law with • Institute a $500 per child tax credit punitive damage limits • Ease jointly-filed tax return marriage • Make investor lawsuits more difficult penalty • Apply loser pays rule to certain federal cases • Expand IRA savings account plans 10. Citizen Legislature Act • Congressional term limit amendment

Congressman Christopher Shays (R, CT, center front) at Voters’ Forum. 17 Separation of Powers and Checks and Balances

Executive Branch Legislative Branch Judicial Branch President Congress Courts Powers Powers Powers • Enforce, propose and veto laws • Make laws • Judicial review of laws and • Can override a veto executive actions

• Prepare U.S. budget • Control appropriations

• Conduct foreign policy and • Approve treaties • Interpret treaties make treaties • Declare war

• Command armed forces • Raise and support armed forces

• Appoint federal judges, Cabinet mem- • Approve appointments bers, ambassadors and other federal officials

• May grant pardons and reprieves • Impeach and judge federal officials Checks Checks Checks Legislative Judicial Executive Judicial Executive Legislative

• Veto laws • Appoint judges • Override veto • Impeach judges • Interpret • Decide • Call special • Grant pardons • Impeach • Approve laws constitutionality sessions and reprieves federal appointments of laws officials • Propose • Control money amendments • Confirm • Establish lower treaties and courts appointments • Change size of court

Hedrick Smith leads Voters’ Forum discussion. 18 Citizen Involvement: What can one person do?

1. The constitutional disbursement of power offers 9. Suggest policies public officials could adopt to numerous opportunities for citizens to get involved increase the notion of political effectiveness. in the political system. 10. What’s in it for me? Identify elements of politi- • Form groups to influence politics and strengthen cal participation that can help one achieve personal political parties. goals: i.e., safety from crime and hazardous products, • Volunteer in a political campaign. economic security, a clean environment, healthy 2. We will have more effective legislators when we economy, good education. become more effective citizens. Become a more 11. Outline actions to increase your civic participa- effective citizen by keeping informed on local issues tion and reach your personal goals. and investigating records of officeholders. Records of Congressional votes can be obtained from many 12. Keep up with and stay informed about issues. sources. On the Internet, try: The House Document Room distributes House Rate Your Rep - http://voter96.cqalert.com/ bills, resolutions, reports, documents and public cq_rate.htm laws for the 104th Congress. House reports, docu- Vote Watch - http://pathfinder.com/cq ments, and public laws for the 103rd Congress are Project Vote Smart - http://www.oclc.org/ also maintained. To order copies, call the Docu- VoteSmart/lwv/lwvsmrt1.htm, ment Room at (202) 225-3456, Monday through also reached by phone at (800) 622-7627. Friday, 9:00 a.m. to 6:00 p.m. Include your tele- phone number and mailing address. 3. Call and leave messages for members of Congress concerning pending legislation or Congressional To write for copies, the address is: action. The number is (202) 224-3121. House Document Room, Rm. B18 4. Promote a voter registration campaign. Ford House Office Building Washington, DC 20515 5. Join an interest group. The e-mail address is: 6. Read Ralph Nader Presents a Citizen’s Guide to [email protected]. Lobbying (New York: Dembner Books, 1983). Send an e-mail to [email protected] for 7. Involve yourself in election help in getting electronic reform. Contact: information. League of Women Voters of the United States 13. Let the parties that run 1730 M Street, NW Congress know your feelings or Suite 1000 ask them a question. Washington, DC 20036 Democratic Policy (202) 429-1965 Committee Center for Responsive (automated server): Politics [email protected] 1320 19th Street, NW (Subject = “Help”) Suite M-1 Washington, DC 20036 [email protected] (202) 857-0044 comments and questions

Honest Ballot Assn. Republican Policy 272-30 Grand Central Committee: Parkway [email protected] Floral Park, NY 11005 (516) 466-4100 14. Look at the Citizen’s 8. Broaden your horizons, Guide to the Federal test your opinions: Read Budget at: http://www. periodicals from various doc.gov/BudgetFY97/ political persuasions. Senator William Bradley (D, NJ). guidetoc.html 19 Suggested Readings

Baggott, Rob. Pressure Groups Today (Politics ______. Packaging the Presidency: A Today). Manchester: Manchester University History and Criticism of Presidential Campaign Press, 1995. Advertising. New York: Oxford University Press, 1992. Bradley, Bill. Fair Tax. Pocket Books, 1984. O’Connor, Karen, et al. American Government: ______. Time Present, Time Past: A Memoir. Roots and Reform, Brief Edition. Boston: Allyn New York: A.A. Knopf, 1996. & Bacon, 1995.

______. Life on the Run. New York: Quad- Penny, Timothy J. and Major Garrett. Common rangle/New York Times Book Co., 1976. Cents: A Retiring Six-Term Congressman Reveals How Congress Really Works—And What We Must Cohen, Richard E. Washington at Work: Back Rooms Do to Fix It. Boston: Little Brown & Co, 1995. and Clean Air, 2nd ed. New York: MacMillan Publishing Co., 1995. Pious, Richard M. The Presidency. Boston: Allyn & Bacon, 1995. Cohen, Senator William S. Easy Prey: The Fleecing of America’s Senior Citizens and How to Stop It. Redman, Eric. The Dance of Legislation. New York: Washington: National Press Books, 1995. Simon and Schuster, 1988.

Cutler, Lloyd N., ed. Regulating Campaign Finance. Rieselbach, Leroy N. Congressional Politics: The (American Academy of Political and Social Evolving Legislative System (Transforming Ameri- Science) Beverly Hills: Sage, 1986. can Politics), 2nd edition. Boulder: Westview Press, 1995. Elving, Ronald D. Conflict and Compromise: How Congress Makes the Law. New York: Simon & Rudman, Warren B. Combat: Twelve Years in the Schuster, 1995. U.S. Senate. New York: Random House, 1996.

Fiorina, Morris. Divided Government. Boston: Allyn Smith, Hedrick. Rethinking America. New York: & Bacon, 1995. Random House, 1995.

Gimpel, James. Legislating Revolution: The Con- ______. The Power Game: How Washington tract With America In Its First 100 Days. Boston: Works. New York: Random House, 1988. Allyn & Bacon, 1995. Walsh, Kenneth T. Feeding the Beast: the White Kaplar, Richard T. and Patrick D. Maines. The House and the Press. New York: Random House, Government Factor: 1996. Undermining Jour- nalistic Ethics in the Whiteman, David. Information Age. Communication in Washington: Cato Congress:Members, Institute, 1995. Staff, and the Search for Information Jamieson, Kathleen Hall. (Studies in Govern- Beyond the Double ment and Public Bind: Women and Policy). Lawrence, Leadership. New York: Kansas: University Oxford University Press of Kansas, 1996. Press, 1995. Wright, John R. Interest ______. Groups and Congress: Eloquence in an Lobbying, Contribu- Electronic Age: tions, and Influence The Transformation (New Topics in of Political Speech- Politics). Boston: making. New York: Senator William Cohen (R, ME, center front) Allyn & Bacon, Oxford University 1995. Press, 1988. with Voters’ Forum participants. 20 Sources on the Internet

Thomas (legislative information): http://thomas.loc.gov White House: http://www.whitehouse.gov Citizen’s Handbook: http://www.whitehouse.gov/WH/html/ handbook.html Publications from the White House: http://www1.ai.mit.edu/publications.html Reinventing Government: http://www.npr.gov Office of Management and Budget: http://www.whitehouse.gov/WH/EOP/OMB/html/ ombhome.html U.S. House of Representatives: http://www.house.gov U.S. Senate: http://www.senate.gov The Jefferson Project: http://www.voxpop.org/jefferson Project Vote Smart: http://www.oclc.org/VoteSmart

The People and the Power Game http://www.pbs.org/powergame

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