The majority of literature regarding problem-based learning demonstrates its usefulness as a teaching technique in the natural sciences curriculum. The purpose of this paper is twofold. First, the broad purpose is to illustrate the application of problem-based learning for instructing students about controversial issues in sociology. Within the second, more narrowed focus, we describe a class exercise involving the recent Vermont Supreme Court decision to legalize civil unions as an approach to addressing contemporary debates in sociology pertaining to the decline versus transition of the American family social institution. This project is developed using a three-pronged pedagogical approach involving critical theory, problem-based learning, and information literacy. While the technique described in this article is taken from a course on the Social History of American Families, the method can be modified for a variety of courses including sociology of the family, sociology of gender, introduction to sociology, and social problems. (Contains 4 footnotes.)