Learning objectives, developed for a core humanities course, are presented as they were submitted to the faculty and administrators of Miami-Dade Community College for approval and suggestions. First, overall course objectives are enumerated, and then specific objectives are stated, arranged by hierarchical level according to Bloom's Taxonomy. Twelve objectives are presented for the cognitive domain; for example, students completing the course will speak, listen, write, and read competently and in an organized and critical manner; communicate effectively with individuals in the different aspects of their lives; and make worthwhile use of their leisure time. Another six objectives are presented for the affective domain; for example, students are expected to demonstrate a willingness to respond to others' opinions and to appreciate the major accomplishments of various cultures. Also included are a response sheet to be used by faculty in indicating their agreement or disagreement with each objective and forms which identify the hierarchical level, content, desired behavior, and (for the cognitive domain) evaluation criteria for each objective. In the second part of the document, eight humanities texts are evaluated with respect to their organization, content, and strengths and weaknesses, and 18 audio-visual materials for the art section of the course are assessed in terms of their correspondence to course objectives, content, and quality. (JP)