Update gore-bush.md

Author: rmiller78

app/views/primary_source_sets/gore-bush.md

@@ -54,39 +54,41 @@ How and why was the 2000 presidential election such a milestone in American hist
 1. You might only have time for a brief treatment of the 2000 presidential election and the Supreme Court’s ruling in Bush v. Gore in a survey course. If so, you could identify one or two clips from this set to show in class followed by some discussion questions. For example: Show the below clip. 
   - [Assuring Faith in the Electoral Process and the Rule of Law (2000)](/primary_source_sets/gore-bush/03-507-0z70v8b23h)
 
-  a. Ask students to analyze the rhetorical strategies in both Gore and Bush’s addresses to the nation. How did each candidate attempt to toe the line between adversarial tones toward their opponent (and their respective political parties) alongside tones of unity toward the entire nation, its citizenry, and its institutions? 
+a. Ask students to analyze the rhetorical strategies in both Gore and Bush’s addresses to the nation. How did each candidate attempt to toe the line between adversarial tones toward their opponent (and their respective political parties) alongside tones of unity toward the entire nation, its citizenry, and its institutions? 
 
-  b. You could also ask students to reflect on what it must have been like to live through the uncertainty of those 36 days between the election and its resolution with George W. Bush as the victor. While five weeks may seem like a short blip of time from a broad historical perspective, actually living day to day for weeks on end with uncertainty about the next leader of the country and uncertainty about when or how that would be resolved was a complicated experience.
+b. You could also ask students to reflect on what it must have been like to live through the uncertainty of those 36 days between the election and its resolution with George W. Bush as the victor. While five weeks may seem like a short blip of time from a broad historical perspective, actually living day to day for weeks on end with uncertainty about the next leader of the country and uncertainty about when or how that would be resolved was a complicated experience.
 
-  c. What are/were the norms and assumptions surrounding the transfer of power after an American presidential election? What considerations and/or preparations were upended for the candidates themselves in 2000? The outgoing incumbents? The political party operatives/strategists? World leaders and foreign governing bodies? Students could analyze the ways various individual and institutional interests overlapped and intersected at this critical juncture.
+c. What are/were the norms and assumptions surrounding the transfer of power after an American presidential election? What considerations and/or preparations were upended for the candidates themselves in 2000? The outgoing incumbents? The political party operatives/strategists? World leaders and foreign governing bodies? Students could analyze the ways various individual and institutional interests overlapped and intersected at this critical juncture.
 
 2.  Show the below clip and engage students in thinking critically about the function and utility of the Electoral College system.
   - [Debating the Role of the Electoral College (2000)](/primary_source_sets/gore-bush/7-507-br8mc8s25c) 
 
-  a. What was the purpose of the system when it was first codified in Article II of the Constitution? How has the country, its electorate, and the nature of political   campaigns changed since then? In what ways might these changes render the Electoral College obsolete? In what ways might the Electoral College still be useful? 
+a. What was the purpose of the system when it was first codified in Article II of the Constitution? How has the country, its electorate, and the nature of political   campaigns changed since then? In what ways might these changes render the Electoral College obsolete? In what ways might the Electoral College still be useful? 
 
-  b. Imagine ways that the system’s design may be manipulated and/or subverted at each stage in the process (naming electors; counting votes; certifying votes; tie-breaking votes by the vice president, speaker of the U.S. House of Representatives, etc.) and consider what backstops or buttresses may need to be added to prevent such possibilities. 
+b. Imagine ways that the system’s design may be manipulated and/or subverted at each stage in the process (naming electors; counting votes; certifying votes; tie-breaking votes by the vice president, speaker of the U.S. House of Representatives, etc.) and consider what backstops or buttresses may need to be added to prevent such possibilities. 
 
-  c. Additionally, you could ask students to reflect on what it means for a candidate to become the president without a greater number of actual votes by Americans nationwide (i.e. winning the electoral votes but not the popular vote), especially in terms of enfranchisement and legitimacy. 
+c. Additionally, you could ask students to reflect on what it means for a candidate to become the president without a greater number of actual votes by Americans nationwide (i.e. winning the electoral votes but not the popular vote), especially in terms of enfranchisement and legitimacy. 
 
 3) Show the below clip and ask students to consider the results from a mathematical perspective.
+  - [Margins of Error v. Margins of Victory: Voting Technologies and Election Math (2000)](/primary_source_sets/gore-bush/5-507-br8mc8s25c)
 
-   - “Margins of Error v. Margins of Victory: Voting Technologies and Election Math” 
+a. In such a close race, how do we account for margins of error? Mathematically speaking, are these results of such narrow margins indistinguishable from chance? 
 
-  a. In such a close race, how do we account for margins of error? Mathematically speaking, are these results of such narrow margins indistinguishable from chance? 
-
-  b. Discussion could then address the various technological interventions in the voting process, including the pros/cons of different ballot forms (punch ballots, hanging chads, etc.) and ways of counting them (by hand, by machine). This presents an opportunity to introduce students to one of the most significant ramifications of the 2000 election, the Help America Vote Act. Passed in 2002, the Act created new mandatory minimum standards in election administration and established the Election Assistance Commission to create voting system guidelines and implement the federal government’s first voting system certification program, among other mandates. This prompted heavy investment in updating voting equipment, voter identification procedures, the development of new voting machines and tabulation software that increasingly relied on private, commercial companies like Dominion Voting Systems Corporation, Smartmatic USA Corporation, and VotRite. While these for-profit companies are registered with the U.S. Election Assistance Commission, the role of commercial entities in the democratic process of voting may present potential conflicts of interest. You could prompt students to not only consider potential benefits and limitations of such a system, but also do research on who owns the companies that make the ballots, own the voting machines, and/or calculate the data. 
+b. Discussion could then address the various technological interventions in the voting process, including the pros/cons of different ballot forms (punch ballots, hanging chads, etc.) and ways of counting them (by hand, by machine). This presents an opportunity to introduce students to one of the most significant ramifications of the 2000 election, the Help America Vote Act. Passed in 2002, the Act created new mandatory minimum standards in election administration and established the Election Assistance Commission to create voting system guidelines and implement the federal government’s first voting system certification program, among other mandates. This prompted heavy investment in updating voting equipment, voter identification procedures, the development of new voting machines and tabulation software that increasingly relied on private, commercial companies like Dominion Voting Systems Corporation, Smartmatic USA Corporation, and VotRite. While these for-profit companies are registered with the U.S. Election Assistance Commission, the role of commercial entities in the democratic process of voting may present potential conflicts of interest. You could prompt students to not only consider potential benefits and limitations of such a system, but also do research on who owns the companies that make the ballots, own the voting machines, and/or calculate the data. 
 
 4) Should you have more time to dive deeper, the sources in this set could serve as starting points for more in-depth class activities. For example:
 
-   a. To build on discussions relating to the “Debating the Role of the Electoral College” source, you could put together a role-playing group activity debating the function and utility of the Electoral College. Divide the students into three groups: Group One researches and prepares arguments for the importance and necessary relevance of the Electoral College and why it should remain; Group Two researches and prepares arguments against the Electoral College in America today and why we should abolish it; Group Three acts as jurors and/or respondents tasked with weighing arguments for each side and deciding the future of the Electoral College. To further critical thinking on the issue, include a post-activity assignment allowing students to reflect on their experience, articulating key takeaways not only from research and deliberation but also from the dynamics of group work in general. 
-
-  b. The ways that news outlets covered election night results remains one enduring issue highlighted by the 2000 election, raising questions about the efficacy of “horse-race” election and campaign reporting. The above sources offer opportunity to engage students in the role of journalism in informing the public in a timely yet responsible manner. 
+a. To build on discussions relating to the “Debating the Role of the Electoral College” source, you could put together a role-playing group activity debating the function and utility of the Electoral College. Divide the students into three groups: 
+  - Group One researches and prepares arguments for the importance and necessary relevance of the Electoral College and why it should remain; 
+  - Group Two researches and prepares arguments against the Electoral College in America today and why we should abolish it; 
+  - Group Three acts as jurors and/or respondents tasked with weighing arguments for each side and deciding the future of the Electoral College. 
+To further critical thinking on the issue, include a post-activity assignment allowing students to reflect on their experience, articulating key takeaways not only from research and deliberation but also from the dynamics of group work in general. 
 
-  - “Election Night 2000: One of Political History’s Longest Nights”
-  - “‘A Journalistic Crime Against Accuracy’? Broadcast Reporter Regrets Election Night 2000 Coverage,”
+b. The ways that news outlets covered election night results remains one enduring issue highlighted by the 2000 election, raising questions about the efficacy of “horse-race” election and campaign reporting. The above sources offer opportunity to engage students in the role of journalism in informing the public in a timely yet responsible manner. Watch:
+  - [Election Night 2000: One of Political History’s Longest Nights (2000)](/primary_source_sets/gore-bush/2-507-0z70v8b23h)
+  - ['A Journalistic Crime Against Accuracy’? Broadcast Reporter Regrets Election Night 2000 Coverage(2001)](/primary_source_sets/gore-bush/9-296-94vhhx2j)
 
-One way to do this could be a role-playing activity where students take on the role of reporters, editors, and fact-checkers in a live newsroom setting. Putting students into teams of competing news organizations, you could provide various poll data, statements from campaign officials, and even incomplete vote count totals to each team at different intervals and let them collaborate to make decisions about what, how, and when to report that information and make projections/conclusions about election outcomes. This activity allows students to consider first-hand the short-term pressures of using incomplete poll data/vote count returns to be first with a scoop versus the ethical implications of tempering coverage with patience and steady fact-checking and corroboration, and managing expectations of viewers/stakeholders. 
+Role-play where students take on the role of reporters, editors, and fact-checkers in a live newsroom setting. Putting students into teams of competing news organizations, you could provide various poll data, statements from campaign officials, and even incomplete vote count totals to each team at different intervals and let them collaborate to make decisions about what, how, and when to report that information and make projections/conclusions about election outcomes. This activity allows students to consider first-hand the short-term pressures of using incomplete poll data/vote count returns to be first with a scoop versus the ethical implications of tempering coverage with patience and steady fact-checking and corroboration, and managing expectations of viewers/stakeholders. 
 
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