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The goal of this study was to identify and develop an appropriate theoretical framework for designing curricula in crises. In this regard, first, by document analysis and ampliative criticism methods, the consequences of crises on the society and the educational system were extracted and used as a basis for criticism and drawing a conclusion. Then, relevant taxonomies in curriculum theories were studied, and based on some criteria such as comprehensiveness and efficiency in answering the research questions, the taxonomy of Miller was selected and its expounded theories on crises were analyzed. Based on results, given the special psychological and social conditions of people who have been involved with crises, it was recognized that the guidelines of the social humanistic theory are more appropriate than the others for designing a curriculum which would help increase people's resilience and cause their faster return to normal conditions.