Comparison Chart Handouts by z7jsd0


									Comparison Chart Handouts:
Effects Of the Columbian Exchange                                Name: _____________________________ Per.

Came From Europe to
                                                            Effect of the Exchange
     the Americas
Europeans               Settled in North and South America and soon took over
Astrolabe               Allowed Europeans to navigate over the oceans back and forth
Compass                 Also allowed Europeans to navigate over the oceans back and forth
Rudder                  Allowed Europeans to sail ships into the wind, so in all seasons
Triangular Sails        Allowed Europeans to sail against the wind, so in all seasons
Ships                   Allowed Europeans to come and go, and to transport wealth back to Europe
Accurate Maps           Kept Europeans from getting lost, let them plan, gave them info
Guns                    Terrified and killed Indians. Eventually Indians use guns to kill Settlers and other Indians
Horses                  Re-populated the Americas. Adopted by some Indian tribes, terrified others
Bluegrass               Spread across N. America. Killed off native species
Smallpox                Killed 200+ million Indians who had no imunity
Rats                    Soon populated the whole Americas. Helped spread European diseases
Wheat                   Staple crop of Europeans, it beat out native crops
Cows                    Soon became the reason to grab more plains land for herds
Goats                   Fed Europeans and provided milk in the new world
Sheep                   Fed Europeans and provided wool for clothes
Chickens                Fed Europeans

Came From Americas
                                                            Effect of the Exchange
    to Europe
                        Visited Europe and died of disease before they could speak for themselves. Died at home
                        of Smallpox and colonization
                        Made Indians slaves in the mines and Europeans rich, made Europeans want to stay in the
                        Made Indians slaves in the mines and Europeans rich, made Europeans want to stay in the
Beans                   Became a chief source of protein for Europeans
                        Became a staple food for livestock in Europe, kept animals alive through the winter to feed
                        Europeans all year long which created massive population boom
Turkeys                 Were considered a strange delicacy, vicious and hard to catch
Tomatoes                Dissolved the lead in pewter plates and poisoned Europeans
Bell Peppers            Became a popular food in Europe
Potatoes                Became a staple crop in Ireland and England. Led to Potato Famine in 1800’s
Squash                  Became a nourishing and popular food in Europe
Accurate Calendar       Helped Europeans navigate even better
Focus Question:

Who got the better deal in the Columbian Exchange?
What should have happened?
What could have happened?

         Kung Fu                         Silk           Paper

       Gunpowder                      Confucius      The Analects

         Lao-Tzu                    Tao-te-Ching      Yin-Yang

       The Buddha                Shaolin Monastery    Silk Road

   Taklimakan Desert                  Porcelain        Bamboo

         Printing                     Iron Plow         Wheat
             Rice                       Noodles                   Compass


Compare two     Judaism                  Both                Christianity
Founder and

View of
Individual Value
View of
Morality and
Free Will

                    Judaism   Both   Christianity
View of
Responsibility to

Holy Books
and Sacred

What are they

What is in

What do they
Laws and

Using your homework and your text, work as a Team to find out what category on the board each card fits
into. Place the card on the board in that position. Colors are not a signifier.
Greek Traditions in Democracy-                 Jewish, Christian and Islamic Traditions in Democracy-
Roman Traditions in Democracy-                 Renaissance and Reformation Traditions in Democracy-

When a society gets too big, a direct vote is too difficult. Then people can choose representatives to
represent them and so Representative Democracy is formed.

Three Branches, Legislative to make laws, Executive to enforce laws, and Judicial to decide the laws

The accuser must have proof, not the accused

People will make good decisions if they are given the chance, thus giving people a vote works

People have the right to challenge their leaders, both religious and political

People have the ability to use reason to solve problems

People have the ability to know right from wrong

People have Moral Responsibility to do the right thing, fight injustice and help the needy

People have good judgment, so letting them decide a case with a jury works

People can teach themselves and have the ability to reason

People are valuable as individuals with the ability to think new and better ideas
People are valuable as individuals with the ability to reason and make choices

People are Equal before God

Laws are written down, so you know exactly what they are

Laws are written down so the people in power can’t change them whenever it suits them

Government is needed to control the people, keep peace and solve problems in large societies

Citizens get Equal Treatment under the law

Citizens are innocent until proven guilty

STAR Notes/Cornell Notes                                                        Name:_____________________________________
  Topic: Agricultural Revolution

 Before the Agricultural Revolution:                      Subsistence Farming

     Fallow                                       Inefficient Land Use:
                                                  No fences, land used for
                                                  pathways, 1/3 of the land
                                                  left untouched.

                                                               No New

                                                           =      CRISIS!
Blockade                       +
Why is subsistence farming so bad?
 Agricultural Revolution

  Enclosure Movement + Fertilizer + New Crops (potato, turnip, corn) +

  Clover              Wheat


 Crop Rotation that                                                Growth
                           +       Seed Drill that puts
 renews the soil
                                   seeds out of bird’s
How does crop rotation lead to more people?
 Cottage Industry: The Start of Factories

                    Best wool
 Merchant           from Best
                    Sheep              Best Spinner
                                        spins Best

                                                      Best Weaver
                                                      weaves Best
                                                      Best Seamstress
 One expensive item       The Best Shirt                 sews Best
 will make you RICH!         EVER!                        Clothes


Vocab- Factors of Production-                                           Def-

Coal and Coal Production:

BSQ? Why are the coal fields and the
industrial areas usually in the same place?

BSQ? How do you explain the location of
London so far from any coal fields?

BSQ? Why would coal mining go Down
between 1880 and 1914?



BSQ? Why are canals so important to
becoming industrialized?
                                                                        Describe the effect of Industrialization:


                           NOW: Read Chpt. 9, Sec. 1 and add to these notes!
Summary, Reflection, Analysis, TOP 5 for this page
STAR Notes/Cornell Notes                                                        Name:_____________________________________
  Topic: Factory System

Factory Production:

Factory System
                                                            =     $$$
    Wool                                                        X 100
                                         X 1000
                                 Raw Materials + Machines + Power = Goods

                                  Many Cheap items will make you Richer!



                        Trains                        Horse and Cart
                                        I’m Filthy
                                           rich!     Goods are Transported
                                                     to market to be sold for
                                        $$$                  more
Steam Ships               $$$                         $$$$$$$$$$$$$$$$$

BSQ: What was life like in Early Factories?

BSQ: What was life like in Later Factories?

ASQ: What do these machines do?

Spinning Jenny
Jacquard’s Loom
Flying Shuttle
Power Loom
BSQ: How is this important? Helpful?

ASQ: What do these machines do?
Steam Engine
Steam Tractor
Steam Ship
Steam Train
BSQ: How is this important? Helpful?

Now using these notes and Chpt. 9, Sec. 2, EXPLAIN (make something clear using details and specifics) how
life changed during this Industrial Period.

Summary:    Give me three ways life changed, two major inventions and why they are important and one reason
            people would be happy about the invention of trains.
STAR Notes/Cornell Notes                 Name:_____________________________________
  Topic: Wealth and Poverty

David Ricardo

Thomas Malthus

Cycle of Poverty

Capitalism                    Benefits                 Problems

BSQ: What are some possible
ways to fix the problems of

Social Unrest

   Peterloo Massacre- 1819

   Swing Riots- 1829 - 1831

BSQ: How will the lower classes
get protection?

Changing Laws
  Reform Bill- 1832
  Factory Acts- 1833
  10 Hours Act- 1847
  New Poor Law- 1834

  Anti Corn Law League

The People’s Charter- 1838

BSQ: Why did the government
make all these new laws? What
pushed them into action?

Change the System



Change the Economy

BSQ: What is the significance
of the Vote in changing the

Labor Unions

               Capitalism   Socialism   Communism

  Form of


 and Work

 of Wealth

Rights and
How are

                                     Government by the
            Democracy, Rule by         group in a small      Leadership by the
              the people; an         community; rule by     ruling political party;
             emphasis on civic        consensus among       Often takes the form
               participation         all members of the       of a dictatorship
                                    Property is    All property is owned
            Individuals can own
                                communally owned      by the state; no
            as much property as
                                and managed by all    private property
             they can afford to
                                the members of the  ownership among
                                      group              individuals
             People are free to          The group
                                                             The government
                choose their         determines the best
                                                            decides how people
              professions and         way to divide work
                                                              are best used to
                 jobs; equal          responsibilities by
                                                             meet the needs of
               opportunity for       consensus and skill
                                                                 the state.
                employment                   level
            Individuals can earn          The group           The government
             as much money as        determines how to      assumes all wealth,
            they can without any     divide wealth most     and distributes it as
               limit. Unequal          fairly among all      they see fit to the
            distribution of wealth         members                people

            Strong emphasis on Members participate          Little respect for the
            individual rights and in determining rules            opinions of
             freedoms; people and agree to live by           individuals; often
            are free to take risks them; respect for          civil liberties are
             and enjoy liberties   individual opinions           suppressed
                                                                                     The head of the
                                                                                   Communist party is
                                                         Consensus of the          also the head of the
                                Majority rules
                                                             group                government and they
                                                                                       make all the
Economic Systems Vocabulary

Consensus- An agreement that everyone in a group reaches.

Capitalism- economic system of open competition in a free market

Socialism- a social system in which the means of producing and distributing goods are owned collectively
and political power is exercised by the whole community

Communism- a socialist society where the government enforces equality through a dictatorship

Laissez Faire- economic policy of letting owners of industry and business set working conditions without
government interference

Mercantilism- an economic system where the government gets involved in the economy to increase national
Comparing the Industrial Revolutions of Japan and England

Using the reading below, your notes, your book and any papers you have, compare the industrialization of
England to the industrialization of Japan. Organize your comparison with this chart. Make your own on
your own piece of paper.

                      England                                       Japan
Natural Resources
Labor Force

Industrialization in Japan

Faced with European and American demands for more open trade, Japan underwent industrialization.
Transformation in Japan was in some ways less difficult, but industrialization produced great strains.

                                    The Final Decades of the Shogunate
In the first half of the 19th century, the Tokugawa shogunate (the government of Japan made up of powerful
lords and a weak emperor) continued to combine a central bureaucracy and alliances with feudal magnates
(the Samurai military) in the countryside. The government was chronically short of funds due to limited
income from taxes on the agricultural economy and payments made to feudal lords for their loyalty.
Shortages of income led to reform movements, which weakened the shogunate and made it vulnerable to
external threats. Despite the ongoing deterioration of strength, the political alliance between the bureaucracy
and the samurai worked well. The growth of neo-Confucianism made Japanese less religious and thus less
likely to object to change on religious grounds. Literacy rates in Japan were much higher than in the West.
Several levels of intellectual inquiry developed. The national school emphasized essentially Japanese culture,
while the Dutch Studies school represented Japanese attempts to keep abreast of Western science and
technology. The Japanese economy expanded on the basis of commercial growth. Manufacturing began to
extend into the countryside, just as early industrialization had occurred in the West. Economic growth
slowed by the middle of the 19th century, producing some rural protests and further weakening the

                                        The Challenge to Isolation
In 1853, the American commodore Matthew Perry arrived and demanded that Japan be opened to trade. By
1856, Japan was forced to receive Western consuls and to open ports to foreign trade. Bowing to military
pressure, the shogunate faced immediate opposition from the daimyos (a type of Japanese governor), who
insisted on maintaining isolation. The shogun and the daimyos both made appeals to the emperor, who began
to emerge as a more powerful figure. Some among the samurai saw an opportunity to unseat the shogunate.
Little changed until the 1860s, when samurai armed themselves with Western weapons and defeated the
shogun's army. In 1868, certain samurai managed to restore imperial rule under Meiji.

                         Industrial and Political Change in the Meiji State
The Meiji government abolished feudalism and replaced the daimyo states with regional provinces. The
government sent samurai to Western countries to study political institutions and economic organization.
Foreign observations were used to restructure the state. In order to improve their financial situation, the new
government abolished payments to the samurai in return for grants of government bonds. A draft conscripted
young men into a new army. Some samurai fell into poverty; others found avenues of employment in the
government and business. In 1884, the government created a new nobility to staff a House of Peers. Civil-
service examinations were used to open the bureaucracy to men of talent. The new constitution, issued in
1889, recognized the supremacy of the emperor but gave limited powers to an elected lower house of
representatives within the Diet (the Japanese version of a Congress). The new constitution was based on
German models. Voting rights were determined by property qualifications, which allowed only five percent
of the population to cast ballots. The form of government gave great authority to wealthy businessmen and
nobles who could influence the emperor and the Diet. Political parties developed, but a small oligarchy
continued to dominate the government into the 20th century.

                                        Japan's Industrial Revolution
The new government imposed military reforms to modernize Japan's army and this established the
foundation for industrialization. Factories and transpotation lines were built, guilds and internal taxes on
manufactured goods were abolished and an enclosure movement put land in the control of individuals. A
lack of capital to start new industries forced the government to become directly involved in the stages of
industrialization. Japan established the Ministry of Industry in 1870 to oversee economic development. The
government built model factories to provide experience with new technology. Public education was extended
as a means of developing a work force. Private companies soon joined government programs, particularly in
the textile industry. By the 1890s, industrial combines, or zaibatsus, served to accumulate money for major
investments. Japan's careful management of industrialization limited foreign involvement. Japan continued
to depend on the importation of equipment and raw materials from the West. Rapid growth depended on the
existence of a cheap supply of labor, often drawn from poorly paid women. With the market available in
Japan itself, Japan's industrialization depended on selling manufactured goods abroad.

                            Social and Cultural Effects of Industrialization
These social changes led to rapid population growth, which strained Japanese resources but sustained a ready
supply of cheap labor. The education system stressed science and loyalty to the emperor. Western culture
arrived in Japan along with models of constitutional structure and industrialization. As industrialization
progressed, population growth dropped off. Patriarchal (male dominated) households remained the norm, but
divorce rates indicated increasing instability within family life. Shintoism, as an expression of indigenous
culture, gained new popularity. In foreign policy, the Japanese entered the race for colonial domination. The
need to employ the new army, the search for raw materials, and efforts to prevent Western influence in Asia
all contributed to Japanese imperialism after 1890. Japan won easy victories over China in 1895 and over
Russia in 1904. The victories yielded Japan some territories in northern China. In 1910, Japan annexed

                                        The Strain of Modernization
Industrialization and successful imperialism had costs for the Japanese. Conservatives were appalled at the
trend to imitate the West. The carefully contrived political balance became harder to maintain. Ministries
were forced to call more frequent elections to achieve working majorities in the Diet. Some intellectuals
cried over the loss of an authentic Japanese identity and culture and the creation of a Japan that was neither
traditional nor Western. To combat this social sickness, leaders urged loyalty to the emperor and the nation.
Nationalism became a strong force in Japanese politics.
Due Wed/Thurs. Jan 21/22                                         Name:
Essay Outline:      Evaluate the Positive and Negative Effects of the Industrial Revolution

You will be making an essay outline to EVALUATE the positive and negative effects of the Industrial
Revolution. In your outline you must discuss Both the positive and the negative effects. You must provide
evidence for both and you must organize your work according to the model.

Review: Evaluate       For a subject, identify criteria and measure evidence against the criteria. Decide if the
subject meets the criteria or not.     Evaluate conditions in early British factories.

Step 1:         Choose your criteria (do this after carefully considering what information and evidence you
have already)
Criteria for a Positive Effect                            Criteria for a Negative Effect
EX. People have easier lives.                                     EX. People are physically harmed.

                                                        You will need 1
                                                        criteria for each
                                                        the positive and
                                                        negative effects.
                                                        Also, keep this

Step 2:       Now look for evidence to prove your criteria:
Evidence to prove Positive Effects                    Evidence to prove Negative Effect
EX. Trains transport people long distances in comfort and a       EX. Coal dust in coal mines gave child miners many illnesses.
shorter time.
                                                     You will need
                                                     three pieces of
                                                     evidence for each
                                                     side to prove
                                                     your criteria

Step 3:        Now gather details to make your evidence really convincing:
Details to support evidence of Positive Effects       Details to support evidence of Negative Effects
EX. Trains went cut travel time by 1/3. A trip from London to     EX. Minors suffered from tetanus and “lock jaw” as well as
Liverpool took only 6 1/2 hours instead of 24.                    black lung and other respiratory diseases.

                                                        You want 1-2
                                                        specific facts,
                                                        details or
                                                        statistics to
                                                        support your
Step 4:        Consider your information carefully. How would you sum up all your information? This is
your Thesis statement. It has two parts, the Thesis where you respond to the prompt in a single statement
and the Sub Thesis where you introduce your evidence. This can be done in one complex sentence or several
smaller ones.

EX. The Industrial Revolution had many positive and negative effects on the world. (Thesis) The
Industrial Revolution improved the lives of people by making things like travel easier, but it also harmed
many workers with avoidable illnesses. (Sub Thesis)

This is a C level thesis statement. It does the job, but it isn’t very elegant. A better thesis would include a
deeper look at the long term effects of the Industrial Revolution and the Global Impact. A better thesis
would also probably have evidence that was more complex. These examples have been chosen because they
are clear and simple.

Step 5:       Organize your information into an Outline! Remember, an outline is a skeleton of your essay,
a road map saying where your argument will go, a summary of your most important points and information.

I.     Thesis:                                           Alternate organization:
                                                         I.       Thesis:
II.    Positive Effects
       A.     Evidence 1                                 II.     Positive Effects
                                                                 A.       Evidence 1
              1.      Detail                                              1.      Detail
              2.      Specific                                            2.      Specific
       B.     Evidence 2                                                  3.      Explanation of how evidence
              1.      Specifics                                                   proves thesis
              2.      Details                                    B.       Evidence 2
                                                                          1.      Specifics
       C.     Evidence 3                                                  2.      Details
              1.      Details                                             3.      Explanation of how evidence
              2.      Specifics                                                   proves thesis
       D.     Explanation of how evidence proves                 C.       Evidence 3
              thesis                                                      1.      Details
                                                                          2.      Specifics
                                                                          3.      Explanation of how evidence
III.   Negative Effects                                                           proves thesis
              A.     Evidence 1
              1.     Detail                              III.    Negative Effects
              2.     Specific                                    A.      Evidence 1
                                                                         1.       Detail
       B.     Evidence 2                                                 2.       Specific
              1.     Specifics                                           3.       Explanation of how evidence
              2.     Details                                                      proves thesis
       C.     Evidence 3                                         B.      Evidence 2
              1.     Details                                             1.       Specifics
                                                                         2.       Details
              2.     Specifics                                           3.       Explanation of how evidence
       D.     Explanation of how evidence proves                                  proves thesis
              thesis                                             C.      Evidence 3
                                                                         1.       Details
                                                                         2.       Specifics
                                                                         3.       Explanation of how evidence
Please use complete sentences in your outline.                                    proves thesis
Your explanation may be more that one sentence.
African Resistance- Chapter 11, Sec. 2                                 Name:                          Per.
You will need to look carefully in the text and at the side bars to find all the info you need.

African Nation       Type of Resistance                              Successful or not? Why?
Mandingo People

                     __________________________________              __________________________________

                     __________________________________              __________________________________
controlled West

                     __________________________________              __________________________________


                                   Negative Effects                                Positive Effects

   Legacy of
 Imperialism In
       Country             Strengths   Weaknesses   Alliances-   Alliances-   Would you like an
                                                    Public       Secret       alliance with this
                                                                              country? Do you
                                                                              want to keep you
                                                                              alliance with this






Fact Chart for Countries
Consequences of WWI

The War To End All Wars- WWI was called the War To End All Wars because the destruction it caused was so
extreme, people could not bear the thought of another war. In the future, they would
make a great effort and take terrible risks to avoid all military conflict. This would   Casualty Rate for
eventually lead to yet another conflict, WWII.                                           WWI:
                                                                                         Percentage of Soldiers
Military Casualties- In the first three years, Europe lost more lives than it had in 300 who died or were
years of war before that. Deadly new weapons, like the machine gun and the submarine,    wounded in WWI
along with infection, killed an estimated 9 million soldiers. About 21 million more were
wounded. Trench warfare led to daily deaths from artillery, disease and mal nutrition.   Central Powers- 67%
Poison gas caused even more deaths and serious injuries.                                 Allies- 52%

Effects on Civilians-

       Countries involved in WWI focused their total efforts on winning. Civilians worked to produce war related
        materials. Many goods, especially food and fuel were rationed.
       Women joined the work force for the first time doing jobs traditionally done by men, because no men were
        available to do them. This became the basis for the Women’s Suffrage Movement’s argument to give women
        the right to vote. Many believe women would not have won this right without the evidence of their ability from
       The military on both sides used extreme measures to win the war. Germany used poison gas and unrestricted
        submarine warfare. They were also accused of committing atrocities against the people of Belgium, by killing
        civilians and burning towns that got in their way. The allies on the other hand blockaded trade with Germany for
        five years causing 763,000 civilians to die of starvation within Germany.
       Millions of civilians died of disease, starvation and bombing and fighting on their own lands. The war destroyed
        their homes, farms, cropland and towns.
       The flue epidemic of 1918 traveled around the world, wherever soldiers fought. It killed more people than the
        war itself.
       The Russian Revolution continued after the war ended. It resulted in millions of civilian deaths on top of the
        casualties Russia had from the war.
       Citizens of the European colonies in India, Kenya, Nigeria, South Africa, West Africa, the Pacific Islands, China
        and other places contributed to the war effort, helped the European powers, fought and died for the Europeans
        all around the world, but gained nothing for their sacrifices. Many felt that Freedom from colonial control had
        been promised and denied.
       Extreme nationalism and religious intolerance in the mostly Muslim country of Turkey, led to the genocide of
        600,000 Armenian Christians who had tried to gain independence for a separate Armenian nation. While the
        international community knew of the wholesale slaughter of these civilians, they did nothing beyond speaking
        against the actions of the Turkish government. No international trials were conducted.
       Peace Treaties changed the borders of some countries (like Austria), established new nations based on specific
        ethnic populations (like Czechoslovakia) and handed the control of other countries like Palestine and Arabia
        over to new colonial powers.
       The harsh treatment of Germany in the Treaty of Versailles left that nation to face financial ruin as it tried to pay
        off a $33 billion reparations debt without any resources, colonies or international support. German citizens
        faced starvation, massive unemployment, extreme inflation, political instability and the blame of the whole war
        even after the fighting had stopped. Their suffering continued through the next decade as they watched their
        neighbors rebuild.

Changes in the Balance of Power- Exhausted from war, depleted in money, resources and people, Europe loses
power in the world. The US moves into the power vacuum, becoming a leading nation able to offer resources, money
and advice while Europe falls into debt and gives up leadership roles in the world to concentrate on rebuilding.
Look at your notes, Chapter 13 in your book and the back of this paper to complete the chart and questions. Be ready to
share your answers in class.

Expectations for the Outcome of WWI                         Actual Outcome of WWI
What did people think would happen in WWI? What did         What actually happened during WWI? What were the
they think they would get out of going to war? What did     results of the war? Did people get what they wanted? Did
they want? What did they think they would accomplish by     people accomplish what they expected to accomplish?
going to war?

Deep Thinking Question: How did the Great War change the people who experienced it? Approach this question in
three ways: Physically, Emotionally, and Materially (ie, their wealth, their stuff).
Armenian Genocide Video Notes                                     Name:                               Per.

Conditions that lead to             Answer these questions from the video
        1.       Minority group     Why were the Armenians considered Outsiders? What set them apart
considered “outsider,” and          from the majority of the citizens of the Ottoman Empire?
labeled “scum”, etc. to
dehumanize the minority group.
This is just like Demonization in
Propaganda. It is acceptable to
attack or kill that which is not
        2.       Racist ideology    Give an example of how Nationalism affected the people of the Ottoman
and propaganda (ie. Extreme         Empire.

        3.      Strong              Who were the Young Turks and what was their job in the Ottoman
dependence on military and          Empire?
military security (often
combined with Militarism and
the idea that the military can do
no wrong.)

       4.      Denied political     What happened when the Armenians asked for political representation
power or ability to address         (after Ataturk said people would have more rights)?
problems within the political

       5.      National             What did the Armenians have that the Turkish government wanted?
leadership has strong territorial
ambitions and does not wish to
share precious land resources.

       6.      Power of the state What major conflicts were occurring within the Ottoman Empire?
has been reduced be defeat in a   Outside the Empire?
war or other internal strife.

         7.      Possibility of     What happened when other countries heard about the Armenian
retaliation for genocidal acts or   Genocide? What did they say and what did they do?
of interference from neutral
nations is at a minimum (ie.
Punishment is unlikely.)
Bystanders- someone who witnesses an event but is not affected by it.

Case Study: You see a car accident happen in front of you but are unhurt. There are people standing all
around, but they are stunned and don’t know what to do. One of the drivers is lying on the ground bleeding.
He isn’t someone you know. He doesn’t look like you.

Make a list ways you could respond in this situation:
____________________________________________            __________________________________________
____________________________________________            __________________________________________
____________________________________________            __________________________________________
____________________________________________            __________________________________________
____________________________________________            __________________________________________
____________________________________________            __________________________________________
____________________________________________            __________________________________________
____________________________________________            __________________________________________

Now look at your list. What are some of the actions you could take? What powers do you have?
____________________________________________ __________________________________________
____________________________________________ __________________________________________
____________________________________________ __________________________________________

These are the powers of a Bystander. Bystanders actually have enormous power, because they are witnesses
and they can take action.

       Bystanders are people who witness but are not directly affected by the actions of perpetrators,
       Bystanders help shape society by their actions, by what they do, or do not do.
       Bystanders can exert powerful influences. They can define the meaning of events and move
                     others toward empathy (feeling for others) or indifference (not caring for others).
       Bystanders can promote treating people justly, fairly and well, by speaking out against injustice
                     or wrong doing
       Bystanders can also give their approval to the actions of others by doing nothing. When you do
                     nothing, you are saying what you witness is ok.

And yet… Quite often, people do nothing. Below, write some reasons a person might choose NOT to act.
____________________________________________ __________________________________________
____________________________________________ __________________________________________
____________________________________________ __________________________________________
____________________________________________ __________________________________________
____________________________________________ __________________________________________

We are a VERY powerful country. This gives us some responsibility, just like being a leader in any
community does. What kinds of responsibilities do powerful leaders have?
____________________________________________ __________________________________________
____________________________________________ __________________________________________
____________________________________________ __________________________________________
____________________________________________ __________________________________________

As a Nation what should we do when we are bystanders?

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