The study employed geography as the substantive content to develop and evaluate instructional materials that reflect one theoretical approach to teaching the disadvantaged -- Ausubel's model of verbal reception learning using advance organizers. It was hypothesized that 5th and 6th grade pupils would learn more geography content by using textual materials with theoretical advance organizers and narrative daily organizers, relating the specific daily lessons to the conceptual model, than by using identical materials with no advance organizers. Three teachers taught both the experimental and control groups (six classes, 156 subjects). The treatment was Comparative Rural Landscapes (appended), a unit written by the author. The author's Geography Achievement Test (appended), a 50 item multiple choice test, was used to pretest and posttest the subjects. Univariate analysis of multiple covariance, with reading achievement and pretest scores as covariates, was used to analyze the criterion measures -- the posttest. Treatments-by-teacher interaction and differences between teachers were not significant. Experimental groups had significantly higher scores. Implications for textbook revision, teaching the disadvantaged, and further research are discussed. (DJB)