This project...seeks to fill a void in conceptualizing the demands of preparing young people to engage in civic reasoning and discourse. The authors think this work serves as a useful and necessary corollary to the work currently under way in what is traditionally viewed as civic education. The fundamental questions examined in this report are: • What are the cognitive, social, emotional, ethical, and identity dimensions entailed in civic reasoning and discourse, and how do these dimensions evolve? In particular, how do students develop an understanding of implicit bias and learn to weigh multiple points of view? How do educators understand the demands of conceptual change? • What can we discover from research on learning and human development to cultivate competencies in civic reasoning and discourse and prepare young people as civic actors? • What are the broader ecological contexts that influence the ability of our learning systems to support the development of these competencies? How do we create classroom climates and inquiry oriented curricula that are meaningful to students’ civic learning? • In the context of schooling, what is the role of learning across content areas— social studies, geography, history, literacy/language arts, mathematics, and science—in developing multiple competencies required for effective civic reasoning and discourse? What are the pedagogical implications in these content areas? • What supports are needed in terms of policy as well as in the preparation and professional development of teachers and school administrators to design instruction for effective civic reasoning and discourse that encourages democratic values and democratic decision making?