The ethics and conduct of social studies teachers are discussed and the values that should guide their classroom behavior are articulated. Two sources of values are integrated to derive the value base for ethical conduct. The first source utilizes the three criteria for education presented by the educational philosopher, R. S. Peters--character and intellectual development, conceptual development, and learner consciousness. The second draws on the democratic ethic and gives paramount emphasis to human dignity and rational processes. Guided by these values, the purpose of schooling for the social studies teacher is to develop educated and ethical citizens who possess the knowledge, values, and skills to be effective participants in a democratic society. A portion of the paper is devoted to the dilemmas that arise among parents, teachers, and students regarding the purpose of schooling. The role that teachers play in preserving the equilibrium of power between parents, teachers, and students is delineated. Case studies of tense situations are presented, and there are suggestions on actions social studies teachers might take in each situation. A section on knowledge and methods of study emphasizes that teachers have a responsibility to act when values inherent in democratic education are challenged. Teachers need to foster educated and ethical decision-making action while protecting student rights to learn and to privacy. (Author/DB)