Given the general recognition that what we do is influenced as much or more by our value commitments as by our factual knowledge, it is ironic that social studies, the area of the curriculum supposedly focused on citizenship education, has paid so little attention to values. There are many reasons for this, but one of them, the author believes, is the teachers' lack of a model for making values an integral part of instruction. This paper is both a theoretical and practical effort to answer this need. The author points out that since most important issues facing society are not factual questions but ethical ones, an adequate model for citizenship education must take into account that rational citizenship behavior includes justifying ethical decisions in terms of one's values. Because the school has little role in determining what these values are, its role becomes one of helping the student to develop a clearer conception of what his commitments are, and to relate these commitments to the basic social values and facts, personal preferences and basic social values, values and public issues, and gives attention to the more practical aspects of examining values in the classroom. Throughout, there is emphasis on the need for a clear rationale, and classroom behavior based on that rationale. (JLB)