Considering the current educational leadership s notion of emphasis on democracy education, the purpose of this paper is to comprehensively analyze and synthesize the U.S. high school civic education programs in order to draw policy implications. Back in the 1830s, the common schools were advocated as a place to provide common American educational experience across different groups of immigrants, and such social purpose of public education is still valid particularly in the form of high school civics subject. This paper examines both American high school civic education curriculum and instructional methods, and discusses policy implications applicable to South Korean public education system. In chapter two, the paper examines the structure of civic curriculum by analyzing the College, Career, and Civic Life Social Studies State Standards and A.P. U.S. Government and Politics program. Since curriculum-making is the work of selection and exclusion, the analysis of those two civic curriculum may unfold what American educators prioritize in the development of democratic citizenship. In chapter three, the paper introduces three civic instructional approaches which considered as best practices in the U.S. Those approaches capture the unique characteristics of American civic education that emphasizes analytical thinking and participation. Based on the analysis in chapter two and three, chapter four concludes with five policy implications for South Korean policy makers.