In the United States courses on civics or government are often marginalized in most states' social studies curricula in favor of courses in United States or world history. The origins of this history-dominated approach have roots in the debates between the American Historical Association and the National Education Association at the turn of the previous century. Even as a model for comprehensive social studies became the norm for American public education during the 20th century, courses in U.S. history remained at the center of the social studies curriculum. If students are unable to receive instruction about politics and the workings of American government in courses specifically designated as such, then they need to acquire it elsewhere. In this article, the author argues for an increased emphasis on political and civic concepts in U.S. history courses, which are a required part of the social studies curriculum in every state. With only slight modifications to how U.S. history is taught in most secondary classrooms, teachers can use their curriculum to further students' understanding of contemporary political issues and events.