The concentration of power and the potential for abuse inherent in modern technology mandates the development of a personal and socially responsible ethic. The development and examination of this ethic should be reflected and integrated throughout social studies instruction. Historical examples of traditional virtues (sobriety, thrift, industry) used to facilitate or accomplish negative ends (i.e. the destruction of World War I) are offered. The development of a personal ethic that values love, kindness, and human dignity over all other values would guard against this kind of abuse. This ethic is based on concepts of caring and responsibility articulated by Milton Mayerhoff (1971), Carol Gilligan (1982), and William Leiss (1990). The essence of these views is that human beings come first and not the process, technique, or application of science and technology. In the social studies classroom this approach would not only inform the issues and content of the curriculum but also be reflected in the dignity and respect afforded the students. An elementary curriculum that would integrate this ethical instruction throughout the grades would include topics (1) Me and My Family; (2) My school and Neighborhood; 3) My Community; (4) My Province or State; (5) The Nation; and (6) Other Lands. Upper levels grades would concentrate on increasingly complex questions involving technology, history, society, and ethics. Contains 30 references. (MJP)