Four interrelated questions in this paper provide a framework for examining the rationale of a model for developing a political laboratory which would fulfill meaningful objectives for civics and government instruction. The first question, why make the school the focus of the laboratory, offers reasons for preferring the school over the classroom or community as a setting for political activity. Discussion of the second question--why stress political participation--gives theories of learning and instruction and of political participation and its effects on the political system. The third question deals with how politics can be taught via the laboratory and focuses on providing a framework for viewing school politics. The last question explains ways in which knowledge building, skill building, and participation activities can be designed. The lab can transform the image of the school into a dynamic social and political unit, and can help students transfer knowledge directly into a practical political situation. Related documents are SO 005 409 and SO 005 410. (Author/SJM)