The nation's recent preoccupation with reshaping academics and raising academic performance has all but overpowered a task of vital importance--educating our young people to become engaged citizens of their communities. Traditionally, students are taught citizenship skills in either a civics education class or through citizenship courses in the social studies curriculum. This study examines how a course on local history influenced students to develop greater civic mindedness and become more civically engaged. Open to all 11th and 12th grade elective as a social studies elective, the researcher developed and taught a Local History course that addressed the knowledge, skills, and dispositions necessary for democratic participation through purposefully selected instructional activities reflecting constructivist and place-based pedagogy. To study this rural high school course, an action research approach was taken. PRE - and POST-course surveys were used to gauge students' civic awareness and engagement. Fourteen months after the class, a third survey was administered. Data collected throughout and shortly after the class included teacher and student artifacts, student and course narratives, written and spoken definitions, and interviews. Findings from this broad set of data indicate positive results supporting the use of local history to promote civic awareness and eventual civic engagement. The data suggest that a Local History course based on the critical concepts of place does promote civic mindedness and engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]