The intent of this guidebook is to assist teachers and program directors to prepare instructional objectives in a way that will be most useful both for them and for those involved in the evaluation of humanities programs. Contemporary humanities education seeks to achieve its objectives in four categories of student behavior: (1) reasoning, meaning the individual can modify her or his conduct to meet new situations; (2) the affective domain, how a person feels about wanting to learn and what each feels after learning; (3) interdisciplinary learning, understanding the interrelationships between disciplines and their personal and social significance; and (4) values, helping young people develop values that will give them a sense of direction. Humanities education seeks to support these objectives through three major strategies: (1) process approach, recognizing a need to develop an educational approach based on adaptable process skill, secondarily on content; (2) utilizing community cultural resources, asserting that school and community must be integrally related in planning and implementing educational change, and (3) a focus on individualized instruction. (JD)