Developing Values Dilemmas for Content-Centered Social Studies Instruction: Theoretical Construct and Practical Applications

Abstract Teachers do not have to abandon cognitive and content-centered instruction to ensure adequate time for values/moral education activities and development. The “verbal evidence” or “cognitive” approach to values/moral education can be used to develop content-centered values dilemmas for every area and level of social studies instruction. This “how-to-do-it” article helps teachers to identify and select a central focus, the subject matter content and context, the decision-making situation, the values/moral setting, and the problem-solving format for every values/moral activity they want to plan. Teachers can use this model to assist students to use problem-solving and decision-making processes to comprehend and apply content, clarify their values and moral reasoning, and learn to make rational decisions.