Reading One: This discussion is about teaching a teen to drive. It begins with a wonderful video a student brought to class: It is titled The Backwards Brain Bicycle. The link: https://www.sciencealert.com/watch-the-mind-bending-science-behind-the-backwards-bicycleIf you have trouble opening this video, you may use your browser to find it by typing in these exact words: the backwards brain bicycle.This video is about riding a crazy bicycle, and the man who made the video does not connect it to neural development, but neural development is the key to understanding this video and to understanding what has to happen before your teen is a safe driver. There are no other readings, just viewing the video and reading my “lecture notes” attached here: _____________________________________Reading Two: Dr. Barr's lecture notes:_____________________________________Procedural memory is a part of long-term memory that is responsible for knowing how to do things, also known as motor memory. As the name implies, procedural memory stores information on how to perform certain procedures, such as walking, talking, ice skating, skiing, swimming, riding a bike, and driving a car. The interesting point is that once something is stored in procedural memory, you do not have to pay conscious thought to do those things; they have become automatic.Procedural memory is a subset of implicit memory, sometimes referred to as unconscious memory or automatic memory. Implicit memory uses past experiences to remember things without thinking about them. It differs from declarative memory or explicit memory, which consists of facts and events that can be explicitly stored and consciously recalled or “declared”. Examples of procedural memory: Musicians and professional athletes are said to excel, in part, because of their superior ability to form procedural memories. Procedural memory is also important in language development, as it allows a person to talk without having to give much thought to proper grammar and syntax. The point? Once something is learned really well, it no longer is completely under conscious control. Many of the “little programs” to ride a bike (or, to drive a car) are automated and placed in a different part of the brain (probably in the “motor strip” of the brain) where they are accessed without our knowledge. That frees conscious attention from having to pay attention to so many things at once.Adult and very experienced drivers all have automated the driving function. When someone is driving and seems to be failing to stop at the right time, have you found your "brake foot" slams down on the floor of the car? That is your auto-pilot working unconsciously for you. In the bicycle video, the task demanded of the rider is something that is stored in procedural memory, so the bike rider begins effortlessly to ride as he always has, and falls off, over and over, for the “program” for riding the bike no longer “works.” When he finally is able to ride the crazy bike, it takes him some time to switch back when he tries to ride a normal bike again. This illustrates that riding a bike, and driving a car, are very complex “programs” that need to be automated in the brain to free up some attention for things like other cars, or squirrels in front of the car, or red lights. Your teen is not a safe or competent driver until he or she has fully automated those skills and that takes a very long time with tons of what we call distributed practice. Distributed practice is many, many practice sessions with time between each, to consolidate learning in the brain. A student in this course last term trains helicopter pilots and rescue swimmers for the U.S. Navy. He reported that only after 1,000 flights is a "newbie" helicopter pilot considered to be a standard pilot. For those 1,000 flights the "newbie" has a crew of several pilots observing and commenting on the "newbie's" actions all during those training flights. One of the four or five observer pilots is another "newbie." A thousand flights!!! Back to us and training our teens to drive: So, no radio, no phone, no other teens in the car with you and your teen, no texting, and so on, and LOTS and LOTS of practice before getting that driver’s license. You can now see that a few lessons at a driving school and a few more at high school cannot possibly "automate" the driving functions for your teen so that your teen can free enough attention to be a really safe driver.Teaching your teen to drive: Learning to drive is an example of developing procedural memory. You have to give your teen enough experience that driving ability becomes automated in the brain. Until that happens, your teen is not a safe driver. This is one of the most serious responsibilities you have to your adolescent. A few driving lessons at school or at a driving school will not suffice to make a safe driver in urban traffic. To go to work in California I exited a freeway at a point where there were eleven lanes of traffic in a single direction! How can one help their teen become capable of handling this challenge skillfully? Teaching my own teens to drive: Here was what I did to teach my kids to drive in California. From the day the our kids got their learner’s permit, they drove 30 to 45 minutes every single morning under my supervision, before school, every single day, for a whole year. (365 training "flights!) Toward the end of the year my son drove us from San Francisco to the Sierras in snow on a ski trip. Toward the end of her year of training, our daughter drove us from San Francisco to Los Angeles. They both had driven in San Francisco with rain, steep hills, and cable cars in the way. They have driven across the Golden Gate Bridge, and inside multilevel parking garages (those were the very worst!). By the way, we did no night driving until after they had their licenses. It just seemed to be too many things just to get the basics in broad daylight.We began in empty shopping center parking lots, where there is lots of room and space to learn to steer and run the controls of the car. Then we began to go around the shopping mall, learning to stop and look both ways and use turn signals. Then, to very quiet, flat streets. Then to streets with hills. Then to a highway that had two lanes. And, then to neighborhood streets. And, then, to freeways. Finally, defensive driving on freeways. All this took one year, 365 trips before school in the morning. My parents: what they did to teach me to drive in the late 1950s? They let me drive in forward and in reverse down our long driveway. a few times. That was all! It was many years before I became comfortable with driving and, I am sure, before I became a safe and confident driver. I never felt comfortable driving, but never had an accident. However, I did back up and take out the neighbor's mailbox! This is an example of a parental responsibility to your own teen. Do not wait to punish or ground your teen when he or she has an accident. Instead, recognize your own responsibility and help ensure your teen becomes a safe and confident driver. Final message:Teaching a teen to drive is a real challenge to all adults! If you are nervous or become annoyed, find another relative or friend who can be calm and very positive and supportive. There never should be an argument during the lesson. Learning to drive and becoming a skilled driver is a very happy and positive goal already for a teen and good and kindly teaching has many opportunities for praise and laughter between the teacher and the student when they have a warm and respectful relationship.(2) Last term a student emailed that he just had Driver's Ed at school and then a few lessons and got his license and didn't need to have that whole year of practice and he and his friends are fine! How could I explain that I was driving to work with 11 lanes of traffic in ONE direction in urban California, and he was a resident of a rural area on the East Coast. It is not necessary to take this much time and effort to protect your teen, but I felt it was worth it, just as the Navy Rescue Swimmer/Helicopter Pilot trainer felt 1,000 hours of practice with supervision is needed to make a properly trained pilot. Guiding questions for this discussion:What is procedural memory and how is it related to learning to drive?How does automating a function like driving a car enable a person to be a better driver? Please explain how the brain helps you drive. Hint: Discuss attention and the limits to attention!!!Why does Dr. Barr call learning to drive a parental responsibility and not a teen responsibility?

Essay Assignment: Compare and contrast two reform/protest movements that we have covered this semester. Discuss the goals, methods, and successes/failures of each. Which reform/protest do you think was the most successful and why?Students may replace one reform/protest with an anti-reform movement. In this case, cover the goals (what reform it was against), methods (how it tried to stop reform), and results (not a success, but rather what repercussions it had for those working towards reform). Reform/protest movement options include but are not limited to the following:Reconstruction, Populists, Progressivism, 1920s, New Deal, World War II, and Civil Rights Movement (African American non-violent, Black Power/Black Panthers, Chicano/a, American Indian Movement). Students may discuss a different reform/protest with previous authorization from the instructor. If you chose to an anti-reform movement options include Black Codes, convict leasing, violence on U.S./Mexico border (DB2), Nativists, immigration restriction, voter restriction laws, KKK. Students need prior authorizations from the professor to cover an anti-reform movement not listed. Directions:This assignment requires you to effectively analyze and interpret primary and secondary sources with the goal of building a larger argument. You will use these skills throughout the semester and throughout your college career. Write a 2 to 3 page essay. Essays must be a minimum of 2 full pages, but no more than 3 full pages; double spaced, 1-inch margins, and 12-point standard font (Calibri, Times New Roman, or similar). Do not include the class section, titles, or other unnecessary information to lengthen your essay; excessive use of these items will be deducted from the total length of your essay. You must have at least 3-4 references to the Discussion Board materials (PDFs and documentaries) and 1 must be a primary source (see list below),as well as 2-3 references to lecture notes. Use of the eBook is optional. NO outside sources are allowed. You should avoid excessive use of quotations and instead paraphrase (i.e. use your own words); save your quotations for material that cannot adequately be paraphrased. Parenthetical citations are required for all use of materials, whether the student has paraphrased or quoted directly from a source. Include the significance of the material. Why did you think it was important enough to include in your essay? The essay is DUE to the link provided on CanvasONLY by 11:59pm on Thursday, November 19. No late essays will be accepted, so plan accordingly! This assignment is worth 100 points. Work will be checked for originality using TurnItIn.com and any student who plagiarizes on the assignment will face serious consequences. If you have any questions, ask in advance. our Checklist Summary:1) Your essay must be 2 to 3 full pages.2) Include references to at least 3-4 Discussion Board materials, 1 must be a primary source.3) Include at least 2-3 references to your lecture notes.4) Cite all references.5) Submit your paper by 11:59pm, Thursday November 19 to the link on Canvas.Discussion Board Materials: Primary vs. Secondary Discussion Board 1: Slavery by Another Name (secondary, but any reenactments from letters etc can be used as primary) Discussion Board 2: U.S. and Mexico Border violence (secondary)Discussion Board 3: “99 Years Ago” by Emily Stewart Vox article (secondary), “Possible Mass Grave” by Doha Madani (secondary), “The Eruption of Tulsa” by Walter White (primary), “Taft Charges Riot” (primary), and “Now Tulsa Does Care” by Amy Comstock (primary)Discussion Board 4: General overview video 1 (primary as stories from Great Depression), African Americans during Great Depression video (secondary), Ethnic Mexicans during Great Depression (secondary)Discussion Board 5: General Discrimination video (primary), Ethnic Mexicans: video 1 Bracero Program (primary), “Los Braceros” (secondary), Zoot Suit Riots (secondary); African Americans: colleges (primary), Navy (primary), general discrimination (secondary); Women: (all primary); Japanese Americans: “Challenge to Democracy” (primary), “Japanese Internment” first (secondary), “Japanese Internment” 2 (secondary unless interviews), George Takei (primary)Discussion Board 6: Chicano! Taking Back the Schools (primary, since the majority of material is archival news footage and interviews with persons who experienced events firsthand) Discussion Board 7: “We Hold the Rock!” by Joseph Gillette, National Archives (secondary), “We Hold the Rock!” (primary, page 15 of PDF), “Proclamation” (primary), “Indians of All Tribes Conference” (primary), “Alcatraz” (primary) Discussion Board 8: Harvest of Shame (primary)Paraphrasing and Quoting: In order to avoid plagiarism and to demonstrate the use of multiple sources students must cite all direct quotes and paraphrasing. Students may use the parenthetical citations or footnotes, either is acceptable. All direct quotes must be in quotations marks. Paraphrasing means that the material is written entirely in your own words. See the following examples of acceptable and unacceptable paraphrasing: The actual quote from the eBook: “Work-sharing festivals such as house raisings, log rollings, and quiltings gave isolated farm folk the chance to break their daily routine, to socialize, and to work for a common good” (eBook, p. 356).Unacceptable paraphrase: Work-sharing opportunities including house construction, log gathering, and sewing gave detached farmers an opportunity to change their routine, to party, and to work for each other (eBook, p. 356).Acceptable paraphrase: Farmers merged their social lives with their work lives to gain relief from the monotony of an agrarian existence. Examples of entertainment included communal endeavors such as home construction and quilting (eBook, p. 356).The major difference between the two paraphrasing examples is sentence structure and word choice. It is not acceptable to only change a few words and retain the original sentence structure when paraphrasing. You must put the idea into your own words, which means changing the sentence structure and noticeably changing the word choices.Save your quotes for the most interesting ideas, which will be in the primary sources. I understand that you will not be able to take lecture notes word for word. If you are attempting to include a quote I gave in lecture, write it down as close to the original as you can remember as a quote or (the better option) paraphrase, providing a citation for the date of the lecture (or topic). Whether you quote or paraphrase material you will need to explain the significance. Why did you deem that material important enough to include it in your essay? Grading Rubric:Uniformly excellent work—including an original and insightful argument, substantial evidence from all assigned sources (primary sources and lecture) to support that argument, and clearly written essay—will receive an “A.” Work that is above average—including a convincing but incomplete argument and evidence with minor errors and/or insufficient use of sources—will receive a “B.”Work that is average—including a weak or inadequate thesis, a summary of the evidence without meaningful interpretation, minimal use of sources, and possibly significant errors of grammar and/or organization—will receive a “C.”Work that is below average—including no attempt at a thesis, generalizations instead of specific evidence, and possibly significant errors or grammar, organization, and/or other mechanical problems—will receive a “D.”Work that is failing—including little to no understanding of the material, failure to meet the basic requirements, and significant mechanical problems—will receive an “F.”

Journal: Qualitative Research JournalFor this week’s Journal entry, consider and respond to all three of the following prompts:Progress: What has been happening in the course since the previous entry?Problems: What obstacles/challenges have you faced with regard to the course and with regard to developing your research question and approach for your Final Project?Plans: Look toward the next week. What challenges are you considering to resolve? Consider how your idea for your research project is evolving.By Day 7Submit your completed written Journal entry to your Instructor.