This is a curriculum rationale developed as a preliminary to the development and testing of curricular materials in the slow learner classroom situation. Chapter one disucsses individual characteristics and a definition of a slow learner. The remainder of the report analyzes approaches to teaching, taking into consideration these characteristics. Behavioral objectives, especially those in the affective domain, have been found to be most important (self concept, learning motivation, value clarification). An extensive review of literature on the affective domain follows, including effective teaching strategies, teaching requirements, with theoretical and psychological considerations. The complimentary cognitive objectives (comprehension, study skill development, inquiry) are discussed as concise criteria for instructional materials selection, the choice of teaching strategy, and the definition of the course content objectives (concepts, generalizations, facts). Also covered are: student testing techniques and instruments for progress evaluation and grading; and, classroom and behavior management techniques. Two existing curriculums are evaluated using an analysis system developed by the Social Science Education Consortium, Inc. A model unit is included in United States History, and extensive bibliographies are included. (SBE)