TWO CURRICULUM SEQUENCES, DESIGNED FOR A GROUP OF PREDOMINANTLY NEGRO SIXTH- AND SEVENTH-GRADERS AND FOR A GROUP OF WHITE SECOND-GENERATION AMERICAN EIGHTH-GRADERS, ARE PRESENTED HERE AS INSTRUCTIONAL GUIDELINES FOR TEACHERS OF DISADVANTAGED STUDENTS. THE SIXTH- AND SEVENTH-GRADE CURRICULUM UNIT ON THE "FAMILY OF MAN" STRESSES INSIGHTS INTO THE NATURE OF HUMAN ACTIVITIES AND ASPIRATIONS, AND A COMPREHENSION OF THE ACTUAL AND SYMBOLIC WALLS WHICH PEOPLE BUILD. PEER RELATIONSHIPS, THE FAMILY, AND IMMIGRATION POPULATIONS AND PROBLEMS ARE TOPICS IN THE EIGHTH-GRADE CURRICULUM. BOTH CURRICULUMS EMPHASIZE AN UNDERSTANDING OF SELF AND SOCIETY. EVALUATIONS OF THE TWO PROGRAMS DESCRIBE THE PUPILS' GROWTH IN ATTITUDES, PERCEPTIONS, AND ACADEMIC SKILLS. INTRODUCTORY TO THE PRESENTATION OF THE TWO CURRICULUMS IS A GENERAL DESCRIPTION OF CULTURAL DEPRIVATION IN SCHOOL LEARNING AND A DIAGNOSIS OF THE EMOTIONAL, SOCIAL, AND EDUCATIONAL DEFICIENCIES AND ABILITIES OF THESE STUDENTS. ALSO PRESENTED IS A CHAPTER ON SPECIFIC INSTRUCTIONAL GUIDELINES WHICH INCLUDES DISCUSSION OF MOTIVATION TECHNIQUES, PACING, AND THE NEED FOR CONTINUAL DIAGNOSIS OF STUDENTS' NEEDS AND PROGRESS AS AN INTEGRAL PART OF THE TEACHING PROCESS. EXCERPTS FROM ACTUAL CLASS DISCUSSIONS AND STUDENT COMPOSITIONS ARE USED THROUGHOUT THE BOOK. AVAILABLE FROM RAND MCNALLY AND CO., CHICAGO, ILL. (LB)