How I teach cumulative voting

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3 Responses

  1. Lawrence Cunningham says:

    Great teaching illustration!

    I use slides for cum voting, on the course web site long before and after the lesson. It is better than writing on the board each time, but maybe not as a good as M&Ms.

    A nice thing about the slides is to illustrate how effects change with board size and boards with staggered terms. The slides are duplicated sequentially using strike-through for numbers from previous examples to show changes readily.

    The dilutive effects of share issuances, and preemptive rights to protect holders, pose challenges akin to those you describe for cumulative voting. I don’t know if M&Ms would work for that , but I also use advance slides to illustrate and it seems to work.

  2. Edward Still says:

    Some years back, the State Department has sent some touring francophone Africans to Birmingham. I was invited to explain limited and cumulative voting to them (because of my vote-dilution cases in Alabama which were settled with LV and CV).

    The State Department interpreter was not well-versed in political science or law, and so was having a hard time translating my remarks. I hit upon the idea of using coins. I pulled a bunch of quarters out of my pocket and said, “Everyone has 7 votes.” I piled the 7 quarters in several different ways. The Africans beamed. The interpreter was relieved.

  3. A.J. Sutter says:

    That’s a very imaginative way to get the point across. But it’s also a sad reflection on the quantitative skills of your students, all of whom are college graduates whose grades were good enough to get them into law school. How are they going to be able to interpret, much less draft, contracts with antidilution provisions, complex proportional allocations, etc.?