Abstract

A national sample of 600 members of NCSS equally divided among elementary, middle school or junior high, and high school teachers were questioned about how teachers planned to teach the 2000 election and the results of the election. Selected response and short answers questions inquired concerning instructional strategies and the resources teachers and students would use. Responders overwhelmingly indicated their intent to teach about the presidential electoral process and issues while only a few indicted examining local and state elections. Some teachers indicated they were constrained by the curriculum and had insufficient time. The data prior to the election provide baseline information on the teaching of presidential elections, at the time when the Internet was beginning to be used as a teaching tool in social studies classes. This Paper suggests a need for a dialog examining the role of current events and elections in social studies.