Abstract
The testing and measuring feature of the supervisory program carried on in the classes in the history and social-science department of the Joliet Township High School and Junior College gave rise to a discussion about effective methods of organizing the subject matter. The laboratory, or workroom, of the department contains syllabuses for each of the courses. Both American history and worldhistory have two sets of syllabuses; one set in each course provides for unit organization of the subject matter and one set for chronological organization. In an effort to determine which is the better arrangement-the unit organization or the chronological organization-experiments were set up in both these courses. This article gives an account of the experiment in American history. For a number of years American history has been given for one semester in the Senior year of the high school. In the first semester of the school year 1929-30 seven large classes were formed for this course. Two of these classes, which were taught by one teacher, were used for the experiment in American history. In one class a unit organization of subject matter (a coherent organization of subject matter about some significant event or general movement) was followed. In the other class the subject matter was taken up in chronological order. The abilities and personal traits of the pupils in the two classes used in the experiment were only loosely matched. The median percentile rank on the Otis Group Intelligence Scale, Advanced Examination, Form A, for both groups was 87.4. The range of ability represented by the pupils in the group using the unit organization was from 6.9 to 99-43. The range of ability represented in the group using the chronological order was from 16 to 99.65. The middle 50 782
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