NCSS's framework for social studies education, "The College, Career, and Civic Life (C3) Framework for Social Studies State Standards," is centered on the concept of inquiry. As social studies teachers have worked to incorporate historical inquiry, many have understandably emphasized the teaching of historical thinking and democratic citizenship skills. While these approaches have fostered important shifts in instruction, the authors argue that students must also develop activist thinking, which involves learning how movements are formed and sustained, leading to larger social change. The "C3 Framework" notes that historical inquiries should focus on helping students understand "interdisciplinary challenges in our social world." To do so, those inquiries must teach PreK-12 students how to take informed action collectively. The authors offer three vignettes that illustrate how students can develop activist thinking in their history classrooms.