Weather phenomena across the United States have provided heightened attention to climate change in headlines such as "Heavy Rain and Floods: The 'New Normal' with Climate Change?" ("Christian Science Monitor," Aug. 14, 2014); "Delay Action on Climate Change by 10 Years and Costs Rocket 40%" ("Time," July 29, 2014); "State Hearing Focuses on Cutting Greenhouse Gases" ("Fort Worth Star Telegram," August 18, 2014); and "More Severe Tornado Outbreaks may be Linked to Climate Change" (CBS, August 8, 2014). As a result, many people find themselves wanting to know more about climate change, students included. Yet few teachers take the opportunity to bring climate change into the classroom. Undoubtedly social studies teachers may be less familiar with the physical mechanisms of climate change, but this should not prevent them from taking the opportunity to discuss and debate the role of government and citizens. While natural scientists are busy unraveling the physical mysteries of climate change, the realm of applying this knowledge to decision making rests firmly in the social sciences. In this article, the authors discuss why the social studies classroom is in many ways an ideal place to incorporate climate change and how teachers might use the C3 Framework to structure climate change inquiry. Using the C3 Framework, the authors outline an example of how climate change might be used in a civics or government course, then touch briefly on history, economics, and geography. They begin with a brief overview of climate change before moving on to its use in the classroom.