This guide will help secondary teachers use the 1984 elections as a tool to teach about American government and politics. Students use their town, county, or city as the classroom. Newspapers, community resources, campaign materials and activities, and the broadcast media are their textbooks. (RM)

Provides suggestions for turning the search for local history materials into a coherent package for the classroom. Teachers should choose a project that teaches skills and helps shape student values. A thematic approach (for example, transportation) contributes to selectivity and is useful for producing a sourcebook. (KC)

Reviews how census data are used every day to make decisions in businesses, government agencies, and community organizations. Identifies key tools used in demographic analysis, suggesting applications of demographic data at a local level. Concludes with ideas for student activities, including guidelines for creating a community profile. (LS)

Addresses three commonly cited justifications for historical study in considering the value of local history. Speaks to the idea that ignorance of the past condemns persons to the same mistakes, that history offers moral guidance, and that history should be studied for its own essence. Discusses the intrinsic and practical values of history. (KO)

Describes the "Neighborhood Walking Tour" project in which gifted sixth graders worked with college students in Duluth, Minnesota to compile histories of buildings located in their neighborhoods. Evaluation results show that the project results in a greater awareness of appropriate sources for the collection of various types of data. (RM)

This guide was prepared to help elementary and secondary social studies teachers use the 1984 elections as a tool to teach about American government and politics. The goal is to help students use their town, country, or city as their classroom and to use newspapers, community resources, campaign materials and activities, and the broadcast media as…