The American Presidency

CONTENTS OF CURRICULUM UNIT 12.03.01

  1. Unit Guide
  1. Objective
  2. Introduction
  3. Rationale
  4. Curricular Plan
  5. Brain–based Learning
  6. Context
  7. Developmental Influences on Decision Making
  8. Emotional Influences
  9. Background Information for Unit
  10. Areas of Presidency to be Addressed Within the Unit
  11. Basic Structure of Class Time
  12. Strategies
  13. Activities
  14. Bibliography
  15. Appendix
  16. Endnotes

I think, therefore I do? Conscious and unconscious factors influencing our choice for President of the United States

Audra K. Bull

Published September 2012

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Context

This will be my thirteenth year teaching at Thoreau Demonstration Academy in Tulsa, Oklahoma. Thoreau's macrocurriculum is predicated upon brain–based learning. If students are in my class, they have either not passed the previous year's state test and/or are reading below grade level as designated on a district–wide reading inventory. There are some general defining characteristics that are true for the majority of my students. Homework is inconsistent; supplies are rarely brought to class; and emotional outbursts are frequent. What is particularly endemic in my students is their inability to think past their immediate wants and needs. They operate on a rudimentary level. By–and– large my students do not know how to make reasoned judgments; their brains operate on emotional default.

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