Stanford Prison Experiment:     https://www.youtube.com/watch?v=Z0jYx8nwjFQ   6:47

Long Answer Questions: 

1. Briefly describe how the video of the frog in the boiling water can help us understand the dynamics seen in the: Zimbardo Prison Experiment.

2. Why does the prisoner who enters the experiment on the third day resist, while the prisoners who were present from the start did not?

3. Based on the video(in the beginning), what was Zimbardo’s definition of evil? Why is this a sociological explanation?

4. Draw the Role-Power Diagram for the guards and the prisoners in the Zimbardo prison experiement and explain the trade off that led to the prisoners siding with the guards to discipline the resister who would not eat his sausages. 

5. Zimbardo suggests that Evil= power without responsibility. Choose another example other than the Stanford Prison Experiment and apply his formula to explain the behavior in the example. *Note: I was thinking about World War II where Hilter’s lust for territory and power drove the world into a disastrous war*   

 UCAL Davis Video:   https://www.youtube.com/watch?v=Z0jYx8nwjFQ.   1:04

1. What was the mental model of the students in the Ucal Davis video after the protestors were pepper sprayed? Choose a social movement that utilized a similar mental model and briefly explain. 

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Stanford Prison Experiment: https://www.youtube.com/watch?v=Z0jYx8nwjFQ 6:47 Long Answer Questions: 1. Briefly describe how the video of the frog in the boiling water can help us understand the