Two professors co-taught critical and civic thinking in the same first-semester course for four years. For the first year, they used computerized argument mapping and critical-thinking-for-civic-thinking (CT)[superscript 2] exercises based on open-ended scenarios framed within a civic context. The instructors assessed student skill levels using critical- and civic-thinking rubrics (on a 7-point Likert scale) and provided students general (CT)[superscript 2] feedback. For the next three years, the instructors replaced computerized argument mapping with in-class argument dissections using a scaffolding approach toward greater complexity, and they provided students with individualized (CT)[superscript 2] feedback. Pre- and post-semester evaluations showed that this latter approach greatly enhanced the development of students' critical and civic thinking.