First, there simply has not been a lot of time for the inquiry models and beliefs to seep into the education system. For example, the unifying standards document, the C3 framework, was only published in 2013 (seven years ago). For all their goals, the author’s of the C3 framework mainly wanted to create a document that could help social studies departments vertically align their classrooms based on inquiry. Second, the coding mechanisms, assessment rubrics, and overall process of measuring critical thinking in history is arduous. Teaching students how to historically think is difficult. Without context, students cannot base their development of questions or their conclusions on social realities of history, economics, geography, or whatever curriculum is being used.