Problem: Article: Biases are prejudices for or against people or things.  Every primary source has an element of bias to it. Literally no source ever created has NO bias.  If the author is making sweeping generalizations about a group of people, you should note that they appear to have a bias for or against this group. If you don’t notice any biases immediately, move on. They may be tricky to find at first.  For example, if the slaveholder notes in his diary that “all African slaves” look, feel, or behave a certain way, you should note the racial bias in the source. Then you should look carefully for other elements of racial bias. Finding bias doesn’t mean that you will need to throw out the source and not use it. Instead, it means that you will need to think critically about what this source tells you about its creator. Think about what you have read textbooks or heard in lectures on topics related to your primary source. Ask yourself, “What, if anything, seems untrue/unlikely/unclear/unbelievable about this source?”  and “How does this compare with what I know from other sources?  Does it support those sources or contradict them?” Perhaps an entry in the slaveholder’s diary mentions that all of his slaves are in good health are rarely ever ill. Check your textbook and lecture notes to learn about the healthcare provided to slaves on antebellum plantations.  Does his entry seem accurate? Could he be an exception to the rule, or does he have some reason to write untrue statements? Consider their gender, race, class, career, location, etc. Do any of these factors make you feel skeptical about the trustworthiness of the source? For example, a white Southern slaveholder writing about his slaves in 1840 was likely writing with some element of racism and racial bias. As an elite male, he would also have a class and gender bias.  Keep these biases in mind as you read. Even if you determine that what the slaveholder says about his slaves is not reliable information, you can still learn about the slaveholder himself based on what he writes. Especially think about their motives and whether that might have influenced what they wrote. Maybe you learned in class that, in the 1800s, diaries had a different purpose than they do today. Rather than a record of private thoughts, they were written for public consumption after the death of the author.  With that in mind, you might consider that the slaveholder wanted to paint a rosy picture in his diary. Ask yourself  Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process? Does the creator of the source speak for a larger group of people or just for themself? Did the creator wish to inform or persuade others? (Look closely the words in the source. The word choices may tell you whether the creator  was trying to be objective or persuasive.) Did the creator have reasons to be honest or dishonest? Was the source meant to be public or private? Sometimes, if a primary source was created even a little while after an event occurred, a person looking back on the event will have a different perspective than they would have had they created a source during an event. An entry in a slaveholder’s diary about what he did yesterday is likely to be more factually accurate than an entry reminiscing about his childhood.
Summary: Write down any immediately apparent biases you see. Compare the primary source to secondary sources. Think about who the author is. Consider the author’s purpose and intended audience. Consider when the source was written.

Problem: Article: If the situation seems threatening or dangerous, it's best to get away from the bully. Even if it is not a dangerous situation, remember that you don’t have to listen to someone saying mean things to you. The best thing to do might be to calmly walk away from the person. This will send the message that you won’t put up with this kind of treatment. Try to walk towards other people, such as towards a teacher or someone else who will not put up with bullying. It's important to report bullying right away so that someone in authority can put a stop to it. By telling someone that you are being bullied, you will be standing up for yourself and showing the bullies that you will not put up with their abuse.   Find a teacher, parent, school counselor, or someone else who can help you and immediately tell them what the bully has been saying or doing to you. Try saying something like, “Joyce is bullying me. She keeps making fun of my weight and she will not stop. I have asked her to stop, but she is still doing it. I think I need some help to make it stop.” You can also write a note to explain what is happening. Deliver the note to your teacher, school counselor, or principal. Tell someone else if the first person you tell does not do anything about the bully. Don’t accept that you will have to put up with the bullying. If you don’t feel physically threatened, using direct, assertive communication and body language is a good way to address a bully. If a bully continues to harass you even after you have walked away, calmly let them know that you will not put up with the behavior. Turn and face the bully and tell them to stop.  Don’t try to confront the bully if you feel like doing so might put you in danger. To use assertive body language, stand up tall and face the bully. Look the bully in the eye when you are speaking to them. Don’t look down and don’t try to make yourself smaller, such as by folding your arms or bringing your knees in close to your body. Pull yourself up to your full height, keep your arms at your sides, and your feet about shoulder width apart. Keep your request short and direct. Try saying something like, “Stop it, Jennifer,” or, “Cut it out, Craig.” As you say this, make sure that you look the bully directly in the eye and speak in a calm, clear voice. Don’t compliment or insult the bully. If you say nice things to a bully after they have been insulting you, putting you down, or physically threatening you, then this will only increase their sense of power.  Calling the bully names may enrage them and increase their efforts to hurt you. . It is the bully’s goal to get an emotional response out of you, so do your best to keep calm and avoid showing them how you feel. Try your best not to show that you are angry, sad, or frightened. The bully may feed off of these emotions and increase their efforts.   Take a few deep breaths and think about something that makes you happy, such as getting a good grade on a test, playing with your dog, or something fun that you are planning to do with your family over the weekend. Doing this may help you to take a step back from the situation and avoid reacting to your emotions. Make sure that you keep your eyes open and maintain eye contact with the bully as you do this. Respond to the bully in a calm way. For example, you might say, "Jack, I know you think you're funny, but you're not. Stop." Or, "Stop now or I'm asking the teacher to move you away from me." Be sure to talk about how the bully made you feel with someone else later on. Talk with your parents, a school counselor, or a teacher.
Summary:
Walk away. Tell someone so the bully will stop. Ask the bully to stop if you feel safe doing so. Stay calm