Youth Civic Identity Development in the U. S. History Course.

The article presents a design experiment which intends to transform the civic learning in the U.S. history course. It cites the four design principles on civic education including the need education to build the students' experiences with civic life, providing opportunities for students to discuss important controversies in civic life, and building the students' skills. It concludes that the redesigned civic learning course was a prominent experience for both students and teachers.