The video used for this activity contains an instance of implied sexual violence. This segment can be skipped by jumping ahead at the ending of Scene 3. The details of that scene do not factor into the questions on the worksheet, so you can skip it if you choose. Should you need support, resources are available to you.
This assignment will challenge you to identify and employ skills to be a more responsive and engaged member of the campus community. Through class lecture and materials presented in Module 6: Sexual Coercion and Violence, you will gain an understanding of the facts, misconceptions, and prevalence of sexual violence as it occurs in the United States in general, and in Florida on college campuses in particular. You will then be asked to take that information, then integrate and apply it to the activity that follows.
Please note: the final question of Scenes 1 – 3 and the wrap up asks for you to come up with an innovative intervention that was not covered in the video. You may not draw from other sources to answer this question. This assignment requires you to engage in creative thinking, and that means coming up with your own ideas, not using someone else’s. If your idea is to propose legislation to make changes, check to see if it already exists. One example is requiring bartenders to stop serving a patron that is visibly intoxicated; therefore, you should not use that as an intervention.
STEP 1
Before you proceed, please watch this short video to get yourself ready to complete the assignment.
You will watch the short film, Who Are You?, on your own (also posted below). The film depicts a fictional series of events leading up to an incident of sexual violence. The first half of the film shows the scenario from beginning to end without interruption. During the second half, however, there are pauses that will provide you with the opportunity to consider the context of the situation and come up with safe, non-aggressive actions and interventions that may serve to interrupt and/or diffuse the act of eventual violence within their individual groups. By placing yourself as a bystander in the video, you are positioned as a stakeholder with a vested interest in doing your part to address the issues presented to you. Your focus should be on the potential victim, not the perpetrator. No matter how eloquent you are, trying to dissuade someone who is intent on committing an act of violence is unlikely to be fruitful. You can, however, successfully help the person in danger remove themselves from that situation.
Each group has a document in there channel in Teams under the Files tab entitled “Who Are You Worksheet.” Use that worksheet for note taking as you view the video. The worksheet is divided up according to the scenes outlined below. You might need to watch them a couple times to take all the details in. Pay attention to the small details, particularly the non-verbal queues. There is virtually no dialogue in the video, so you should be focusing in on actions/reactions.
You will need to stop at the end of each scene to take notes. Here’s the timing for each scene:
Scene 1: 0:00 – 1:00
Scene 2: 1:01 – 2:39
Scene 3: 2:40 – 4:35
Rewind: 4:46 – 8:06
Use the notes you took from Step 1 and complete the shared file.
You will find a link to the shared document by clicking on the “File” menu within your channel. Locate “The Who are You?” worksheet, then click on it to open the file for editing
