In 2013, the National Council for the Social Studies released the new C3 Framework for Social Studies State Standards as a concise and coherent articulation of knowledge and skills students need for success in college, career, and civic life in the 21st century. In their introduction of the framework, the writing team asserted that “students need the intellectual power to recognize societal problems, ask good questions and develop robust investigations into them, consider possible solutions and consequences, separate evidence-based claims from parochial opinions, and communicate and act upon what they learn” (p. 6). “Most importantly,” the introduction continues, “they [students] must possess the capability and commitment to repeat that process as long as is necessary” (p. 6). While these assertions refer to broad field social studies teaching and learning, each point is certainly consistent with historical thinking and historical literacy skills we have promoted for nearly two decades. This paper is intended to highlight the embedded emphasis of historical literacy within the C3 Framework, and to promote historiographical analysis as one approach to advancing middle and high school students’ development of these and related skills.