The GLAD model developed in this study is based on the decision-making learning model of social studies and is divided into six stages as follows. The lesson planning stage includes verifying AI requirements, curriculum analysis, learner analysis, and learning environment analysis. The lesson design stage comprises setting learning objectives, presenting situations and recognizing problems, understanding facts and exploring knowledge, understanding and exploring values, developing alternatives and making decisions, social participation and outcome evaluation, as well as meta-reading and emotional experiences. In the lesson implementation stage, teacher activities involve guiding learning objectives, presenting decision-making scenarios, supporting knowledge exploration and derivation, facilitating value exploration and decision-making, assisting in the decision-making process, and confirming and evaluating activity records. Student activities include confirming learning objectives, identifying and defining problems, verifying hypotheses and deriving knowledge, recognizing and clarifying values, reviewing alternatives and predicting outcomes, and acting and observing based on their decisions. AI activities in this stage consist of guiding AI usage, providing examples and supporting materials, predicting outcomes based on hypotheses, anticipating results aligned with values, supporting the comparison and prediction of alternatives, and assisting in activity record analysis and evaluation. Finally, the lesson feedback stage includes lesson analysis, evaluation, and improvement.