This study sought to understand how history teachers engage digitally native high school students in the history curriculum. There have been significant changes in the teaching of history over the past two decades, yet there is a lack of consensus as to what the purpose of history education is. Using qualitative research design and action research methodology, two cycles of research were developed and implemented to explore this problem of practice. Students, administrators, and educators at the research site participated in Cycle 1. Data was collected from student surveys, student interviews, student focus groups, educator and administrator interviews, and observations. Based on the results found during Cycle 1, Cycle 2 was then designed, implemented, and evaluated to allow students to engage in civic education opportunities. The political informational meetings entitled "Politics and Pizza" and the digital action civic projects, "Connecting to the Global Community," designed as action steps in Cycle 2, enabled students to learn how to have courageous conversations about current events and to take part in action civics. The study concluded that history education must go beyond recall and skill development to ensure that our current and future students can become better equipped to face the polarized political climate. This can be achieved through students taking civic action to make change in authentic civic settings. Implications for the organization included changes in the history curriculum as well as the continuation and expansion of the digital action civics projects and political informational meetings to foster civic engagement for all students. [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.]