Personal experiences in public schools and in higher education are described that influenced a writer's decision to become a teacher and the teacher's subsequent development of a high school citizenship curriculum. Reasons for emphasizing critical thinking are discussed. The reactions of students, aged 14-19, in the most advanced level of a English as a Second Language (ESL) program are reported when asked for personal opinions about American citizenship, news of their native countries, and the content of school textbooks. Three areas of instruction are also described: changes in the physical arrangement of the classroom, inclusion of a unit on experienced-based learning, and student feedback on what the unit would contain. Approaches to enhancing interaction among ESL students are noted, as well methods for teaching the students essay and journal writing. Contains 12 references. (LB)