On Constitution Day 2013, the National Council for the Social Studies (NCSS) published the "College, Career and Civic Life (C3) Framework for Social Studies State Standards." The document was written by a team of academics with specialties in social studies education and its disciplines in consultation with state education agencies, professional organizations, and teachers from across the country. Publication of the C3 Framework demonstrated that social studies educators could get along and work ambitiously toward a common goal and that they could produce a framework reconciling the "turf wars" that have hampered previous social studies standards and reform efforts. They took on the literacy aims of the Common Core as well as the perennial content-versus-skills tension in the field and integrated them into the Inquiry Arc. The Inquiry Arc frames social studies with four distinct, but interrelated dimensions. Together, these dimensions link content, concepts, and skills and marshal them toward the core purposes of social studies: college, career, and most importantly, "civic life." It has been eight years since the publication of the C3 Framework. The intent of the document was to provide states with "voluntary guidance for upgrading existing social studies standards." In this article, the authors report on a content analysis of the 50 social studies state standards documents, and the social studies standards of the District of Columbia, by asking: What has been the impact of the C3 Framework on state social studies standards? As part of their analysis, they examine standards that use the C3 Framework and identify the ways in which the authors approached the use of the Inquiry Arc, its dimensions, and the indicators within.