Since this background paper is concerned with the formative decision makers, the humanities project is presented through the public statements of the project team in order to convey the nature and quality of the project. Three major decision points provide a framework for curriculum development. First is adoption of an input model that focuses on process education, rather than cognitive learning that answers to behavioral objectives. When used for evaluation the behavioral objectives approach sets up preconceived notions of intended achievements. Advocated in this non-objective approach is the tracing of the different outcomes and the linking of patterns of effects to patterns of teaching. Second is the selection of content. The content has implications for the aim of the project, which is to develop an understanding of social situations and human acts and of the controversial value issues, for student achievement, teacher role and response, and for schools which must be non-authoritarian. Handling controversial issues implies not only a discussion method but, moreover, an objective, democratic teacher. The third decision point is to produce a curriculum which challenges teachers rather than a curriculum which is teacher proof. (Author/SJM)