In social studies literature, the recurring answer to questions regarding the ultimate professional goal of social studies educators has been the aim of fostering good citizenship. The problem is defining what constitutes good citizenship, and this concern is at the core of what divides social studies educators. In this article, the author provides a description of an ideal good citizen: (1) concern for the common good; (2) willingness to participate in and even enjoy the political processes involved in collective endeavors; (3) pride, even perhaps a competitive air, in his or her individual role in the process; and (4) sense of tolerance for opposing views and for diversity among fellow inhabitants of one's land. If one can accept this ideal vision of a good citizen and agree that that it is the goal social studies teachers should strive for in their teaching, the question remains of how to arrive at such a goal. To answer that question, the author presents a historical argument, to place the question in a developmental context, which will provide an understanding of why current civic engagement by Americans does not resemble the description above.