QUESTION-A-DAY #28
28th May 2018
Revision & Exam Practice for the “legacy” A Level qualifications including:
- Edexcel (Unit 3C – Representative Processes in the USA, Unit 4C – Governing the USA)
- AQA (Unit 3A – The Politics of the USA, Unit 4A – The Government of the USA)
- OCR (F855 – US Government & Politics)
How to use these questions for revision and exam practice:
- For short-answer questions, write a 3 paragraph response using the PEEACH paragraph structure (P=point, E=evidence, E=explain, A=argument, C=counter argument, H=how does this answer the question?)
- Once you have completed your question, read the indicative content and the mark scheme.
- Complete the “Make It Better” (MIB) Task:
- Highlight the parts of the indicative content your were able to fully explain and exemplify in green.
- Highlight the parts of the indicative content you partially explained and/or exemplified in yellow.
- Highlight the parts of the indicative content which you did not include in red.
- Using the mark scheme, award yourself a level and a mark – compare this to your target grade – are you on track to achieve this in the examination?
- There is also a space for you to add additional notes and/or examples that don’t appear in the indicative content, or add better explanations, or include additional, points from the indicative content.
Analyse the strengths and weaknesses of the Electoral College. (15)
| P
E A A C H |
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| P
E A A C H |
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| P
E A A C H |
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Indicative Content
| Strengths | Weaknesses |
| • It requires candidates to concentrate on key groups of voters (men have a different pattern of voting to women; ethnic groups vote differently; old and young, rich and poor have different concerns) and to concentrate on all regions of the nation, with their distinct issues and needs.
• It ensures that the States with the smallest populations can have a significant impact on the outcome of the election. Thus, while it is important to win large States, such as California and Texas, in a close race it is important not to neglect the small Sates. |
• Some States are solidly Democrat (often referred to as “blue” States), others solidly Republican (referred to as “red” States). This meant that voters in those States were largely taken for granted and had very little influence over the final result. Consequently, other States, especially ‘swing’ states have a disproportionate influence over the result.
• Disproportionate influence may arise because all States must have at least three Electoral College votes, making smaller States are over-represented compared to larger ones. If California had Electoral Votes in precise proportion to the three given to Wyoming, it would have 180 instead of 55 • Additionally, candidates representing minor parties have little likelihood of winning electoral college votes unless they have very high levels of support in a number of States. |
| Levels | Descriptors |
| Level 3
(11-15 marks) |
Full and developed knowledge and understanding of relevant institutions, processes, political concepts, theories or debates.
Good or better ability to analyse and explain political information, arguments and explanations. Sophisticated ability to construct and communicate coherent arguments, making good use of appropriate vocabulary. |
| Level 2
(6-10 marks) |
Satisfactory knowledge and understanding of relevant institutions, processes, political concepts, theories or debates.
Sound ability to analyse and explain political information, arguments and explanations. Adequate ability to construct and communicate coherent arguments, making some use of appropriate vocabulary. |
| Level 1
(1-5 marks) |
Limited knowledge and understanding of relevant institutions, processes, political concepts, theories or debates.
Poor ability to analyse and explain political information, arguments and explanations. Weak ability to construct and communicate coherent arguments, making little or no use of appropriate vocabulary. |
| MIB
TASK |
· Highlight the parts of the indicative content your were able to fully explain and exemplify in green.
· Highlight the parts of the indicative content you partially explained and/or exemplified in yellow. · Highlight the parts of the indicative content which you did not include in red. |
| Additional notes/examples:
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