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This study examines the status and role of the ethical perspective within the Integrated Social Studies curriculum and analyzes how it can serve as the basis for lesson design. Although Integrated Social Studies addresses temporal, spatial, and social perspectives in a comprehensive manner, the pursuit of genuine educational meaning requires a structure that links facts, values, and practices through ethical reflection. The Socratic and Platonic tradition emphasized an ethical orientation in which knowledge and action are inseparable, guiding true knowledge toward the realization of a virtuous life. This philosophical foundation justifies the necessity for Integrated Social Studies to transcend the exploration of facts and information, extending learners’ thinking to the dimension of values and cultivating moral reflection and practical competencies. As demonstrated through the application cases of the units “Culture and Diversity” and “Globalization and Peace,” the ethical perspective permeates the entire inquiry process, leading learners to recognize social problems in a value-oriented manner, to justify their judgments, and to actively seek feasible solutions. In particular, the structure in which the inquiry of facts develops into value judgments and practical action transforms students’ understanding of social reality into moral reflection and concrete behavior, thereby realizing the value of “learning for life” that education ultimately pursues. Furthermore, the ethical perspective expands Integrated Social Studies into a site of democratic citizenship education. When learners reflect on issues of rights, justice, responsibility, and care throughout the inquiry process, they not only acquire knowledge but also internalize democratic ways of life and habits of social solidarity. Moreover, in addressing global issues such as multicultural conflict, environmental crises, and international disputes, the ethical perspective enables learners to recognize their responsibilities as global citizens committed to a sustainable future. In this sense, Integrated Social Studies must be established not merely as knowledge education but as an educational arena that connects individuals, communities, and the world through ethical reflection and practice. This study reveals that the ethical perspective should not be understood as one of four approaches to interpreting and analyzing social phenomena but as a core principle guiding the entire instructional process. On this basis, Integrated Social Studies can be restructured from a focus limited to knowledge and understanding into a process of holistic growth that encompasses values, attitudes, and practices. The study also holds educational significance by presenting a pedagogical design through which classroom learning extends into students’ lived worlds and their practical participation in society. Future research and practical tasks involve empirically examining how lesson designs grounded in the ethical perspective are implemented in classrooms and how they influence the development of students’ moral competencies. Such work may be expanded through teacher training programs for integrated subjects, the development of diverse instructional materials for classroom application, and the activation of community-linked classes. These efforts will allow Integrated Social Studies to function more dynamically in the classroom, foster learners as proactive agents of change in their lives and communities, and ultimately achieve a genuine educational transformation.