"The purpose of this study was to analyze aspects of the High School Geography Project's curriculum building experience. It is a historical case study in curriculum development, drawing on primary sources from within the project's archives and from personal interviews with project-connected personnel. (168-item bibliography is appended.) The study concentrates on the project's models for curriculum development and evaluation." Some of the major conclusions growing out of the study are: 1) "The pedagogical tenets of the project are very similar to the ones established during the Progressive Era"; 2) "Geographic education is stronger as a result of the project than at any time in its history"; 3) "The project made its greatest contributions to curriculum development through its unique curriculum model and evaluation program"; 4) "The construction-testing-revision model used by the project proved to be a viable model for the discipline of geography"; 5) "The project's evaluation model brought teacher-student opinion into the curriculum decisions that were made by the project staff." (Author/DJB)