In order to demonstrate how course content can be adapted so that thinking skills are included in the learning experience, this paper uses a unit of study from theater history as a basis for examining how subject matter can be structured with learning objectives, a study guide, a hypothetical problem situation, instructions, and feedback. The process follows a guided design procedure for solving an open-ended problem using student groups as "think tanks" for decision-making. The described procedure to be followed includes seven points: Learning Objectives (which guides the selection of materials and procedures to be used in the classroom instruction); Study Guide (which provides students with sources of content material); Hypothetical Problem Situation (which adapts content material to the decision-making process using an open-ended problem); Instructions and Feedbacks (which provide guidelines for solving the problem); Narrowing Down and Noticing Techniques (which uses the hypothetical problem to narrow down the study of a body of material, and make the problem the center of thinking in order to devise the scheme of instructions and feedbacks); Application of Principles (which provides practice for students in recognizing stated principles); and Evaluation (which requires students to reflect on their work and decide if their research and recommendations resulted in an acceptable solution). (DJR)