Thirty years after its completion, "The Dinner Party" found a permanent home at the Brooklyn Museum in the Elizabeth A. Sackler Center for Feminist Art. At the request of artist Judy Chicago, the authors developed a curriculum guide for educators to include this significant artwork in K-12 programs. Chicago's hope was that by engaging in serious investigation of the artwork, students would develop a consciousness about gender, along with a deep understanding of women's history, including the obstacles women faced as they struggled to participate fully in society. Focusing especially on K-12 teachers, the authors hosted an Invitation to "The Dinner Party" Summer Institute at Kutztown University in 2007. Their invitation to the participants was to investigate "The Dinner Party" and, in the spirit of its creation, assist afterwards in the development of curricular strategies for exploring the artwork in K-12 classrooms. Their planning process drew upon their deeply embedded orientations to feminism and social justice, as well as their beliefs regarding the importance of understanding artworks as situated within multiple and overlapping contexts. In this article the authors introduce these orientations and beliefs in the form of 15 principles that guided the planning and implementation of their summer institute program. The authors explain each principle, describe how they employed it in the Institute, and highlight how teachers integrated or might integrate it into their own elementary, middle, or high school art curriculum. At any given time, while planning and implementing curriculum, a teacher might be guided by more than one principle. (Contains 3 figures and 2 endnotes.)