Social studies educators have encouraged the use of primary sources and inquiry in the classroom for decades; however, inquiry-based instruction in which students engage meaningfully with primary sources remains the exception rather than the norm. The publication of the College, Career and Civic Life (C3) Framework for Social Studies State Standards represents an opportunity for social studies educators to "enhance the rigor of the social studies disciplines" and to "build critical thinking, problem solving, and participatory skills to become engaged citizens." The inquiry arc is key to the organizational and practical implications of the C3 Framework. In an effort to support high quality social studies teaching and learning and shift instruction in ways that coincide with the C3 Framework, Winston-Salem Forsyth County Schools (WS/FCS) in North Carolina began an inquiry-based instruction initiative in Fall 2014. In collaboration with educators from Wake Forest University, a group of WS/FCS elementary teachers learned about the C3 Framework and the design of inquiry-based social studies instruction using the inquiry arc. After the group of elementary teachers were introduced to the C3 Framework and the inquiry arc, they examined the Inquiry Design Model (IDM) published on the C3 Teachers website. Using the IDM structure as a guide, Rebecca (a fifth-grade teacher and co-author of this article) developed one of her inquiries to be used in a unit on the Civil War. In the North Carolina social studies curriculum, instruction on the Civil War falls towards the end of the school year; Rebecca chose to design her inquiry for the Civil War unit in order to keep students engaged in social studies content during that tricky time in the school calendar. In this article, the authors describe the inquiry module and how it worked in Rebecca's fifth-grade classroom.