The Economics of Voting: What Do You Mean My Vote Doesn't Count?

Government and AP Government

Mr. Griesdorn

The Economics of Voting: What Do You Mean My Vote Doesn't Count?

Target:

Students will explain the costs and benefits of voting.

Lesson:

The Economics of Voting: What Do You Mean My Vote Doesn't Count?

Click on this the link for the Economics of Voting Activity. Read through the information in the Introduction, Task and Process. The link will instruct you to answer the questions with someone from your class, however you are to answer all of these questions in this lesson on your own. The questions are printed here in blue for your convenience. You may print out the questions and answer them to turn in to me later or you may copy the questions and your answers into an email to send to me later.

*Questions to answer following the Introduction, Task and Process portion of the reading:

1. From an economics perspective, what are the benefits and costs of voting in national elections?

2. Do the costs and benefits of becoming informed on the issues and voting in national elections differ from the costs and benefits of voting in local elections? Why or why not?

*Assessment Questions to answer following the completion of all of the reading:

1. Would an economist be surprised that so few people vote? Why or why not?

2. How does the economic perspective on voting differ from the civic-virtue perspective?

3. In recent years certain laws have been passed that make it easier to register and vote. From the economic perspective, do these laws make politicians more or less responsive to the will of the people?

4. How does rational ignorance make life easier for politicians?

5. What does the axiom “Your vote doesn't count” mean?

6. What are rational ignorance and rational apathy?

7. Why do as many people vote as they do, given that no one vote is likely to determine the outcome of the election?

8. What are some costs and benefits associated with voting in national elections?

Extension Activity:

Activity 1:

Access the U.S. Constitution online at Research the history of the 26th amendment to the U.S. Constitution. Briefly explain why congress believed it necessary to pass this amendment.

Activity 2:

Access the Statistical Abstract; Section 7: Elections at

Discuss this question: Why are people aged 65 and older more likely to vote than people aged 18 to 20?

If you have any questions while working on this e-lesson, you may email me at

Student Completions and Make Up

Students can submit the eDay assignment as soon as it is completed either by emailing it to me or printing it out and turning it into me on our next school day. *Students without Internet access are given up to two weeks to complete the lesson. They can either find an alternative location to go online or use the school computers when they return.