This dissertation report, stemming from research and curriculum development activities of the Anthropology Curriculum Project, investigates the facilitative effects of pre-organizers, post-organizers, and no-organizers on the learning of anthropological concepts in the third grade. The investigation was an outgrowth of interest in Ausubel's theory of meaningful, verbal reception learning. It was hypothesized in this study that there are no statistical differences among the adjusted mean scores of groups using materials with pre-organizers, post-organizers, and no-organizers. A student textbook, "The Changing World Today: Case Studies of Modernization in Japan, Kenya, and India," was written in three formats. In one format the organizer preceded the learning passage (pre-organizer), in another the organizer followed the learning passage (post-organizer), and in the third format only the learning passage (no-organizer) was presented. Twenty third grade classes served as the experimental population from which the classes were randomly assigned to three groups. The study was unable to produce evidence supporting the hypothesis that either pre- or post-organizers facilitate learning of structured anthropology materials at the third grade level. A related document is SO 005 662. (Author/SJM)