Teaching students to make an effective claim is a critical step in establishing a culture of inquiry in the social studies education. After the "College, Career, and Civic Life (C3) Framework for Social Studies State Standards" was published in 2013, Ryan Lewis was interested on the phrase "compelling question" and reorganize his courses. He added focused inquiries, full inquiries, even compelling questions to assignments. However, after two years of reorganized his courses, he realized he might have overlooked something in his teaching compelling questions. He then worked with his professors and teacher colleagues to develop a framework in which outlines four characteristics of a persuasive claim. In this article, he starts by reviewing the literature that guided the framework's development and then walks through the current iteration of the Framework for Making Persuasive Claims. From there, he describes student examples and how the framework is being used in his classroom to coach students in the writing process.