A FIRST STEP IN DEVELOPING CURRICULUM PLANS IS TO CONSIDER THE BASES OF THE CURRICULUM DECISIONS IN TERMS OF THEIR IMPLICATIONS FOR OBJECTIVES, LEARNING EXPERIENCES, TEACHING AIDS, AND EVALUATION. THESE BASES INCLUDE BELIEFS ABOUT HOME ECONOMICS AND EDUCATION, SOCIOECONOMIC CONDITIONS, LEGISLATION AFFECTING EDUCATION AND FAMILIES, NEEDS OF STUDENTS, THE LOCAL SITUATION, SUBJECT MATTER CONTENT, AND DEVELOPMENTS IN EDUCATION. SEVERAL CONSTANTS WHICH REMAIN BASIC EVEN IN A CHANGING SOCIETY SERVE AS GUIDELINES--(1) THE BELIEF IN THE IMPORTANCE OF FAMILY LIFE, (2) THE MATERIAL ASPECTS OF FAMILY LIFE, SUCH AS FOOD, SHELTER, AND CLOTHING, (3) THE BASIC HUMAN NEEDS, SUCH AS SECURITY, AFFECTION, RECOGNITION, AND CREATIVE EXPRESSION, (4) THE HOME AS THE CENTER OF MATERIAL, CULTURAL, AND SPIRITUAL GOODS, AND (5) LIVING TOGETHER IN HUMAN DIGNITY AND DECENCY. SOCIETAL CHANGES ALSO AFFECT CURRICULUM DECISIONS--THE PROBLEMS OF POVERTY, CHANGING ROLES OF WOMEN, CHANGING STANDARDS OF BEHAVIOR, LENGTHENING LIFE SPAN, DEVELOPMENTS IN THE MASS MEDIA OF COMMUNICATION AND THE IMAGE OF THE FAMILY WHICH IS PORTRAYED, AND INCREASINGLY SKILLFUL USE OF PROPAGANDA. THE EDUCATIONAL IMPLICATIONS ARE FOR INCREASED EMPHASIS IN THE AREAS OF MANAGEMENT, HUMAN DEVELOPMENT, AND RELATIONSHIPS IN THE HOMEMAKING ASPECT OF THE PROGRAM. THE MAJOR SKILL EMPHASIS BELONGS IN THE WAGE EARNING ASPECT. THIS ARTICLE WAS PUBLISHED IN "ILLINOIS TEACHER OF HOME ECONOMICS," VOLUME 9, NUMBER 6, 1965-66. (MS)