Category: Level

Logos: Why do people victim blame?

A flock of birds seen from below against a blank white sky. The birds form the shape of a question mark.

Summary: This lesson asks students to read a research-supported article about why people tend to victim blame–in cases of sexual assault but also in other situations of victimization.  The students use the article to practice identifying claims, reasons and evidence


Ethos: Values, Branding and Gender

Summary: In this lesson students practice analyzing the values portrayed in particular advertisements and considering how the company is trying to build its credibility (and its brand) with its target audience.  Students also consider which values are marketed towards women


The Rhetorical Triangle and Rape Culture

Summary: This lesson is designed for the first or second week of a Rhetoric class. It helps students’ build their foundational rhetorical analysis skills by introducing the rhetorical triangle and giving them the opportunity to practice identifying the different elements


“Good Girls” and Sexual Assault

Summary: In this lesson students will investigate the stereotype of the “good girl” through an essay by Roxanne Gay and a music video by Carrie Underwood.  They will explore how this idea of the “good girl” affects how we understand


Commitment to Changing Campus Culture-Needs editing

  Summary: This lesson is the final step for students on the path from 1) understanding the rhetoric surrounding sexual assault 2) learning what sexual assault is and it affects them 3) understanding how they can prevent it 4) making


Bystander Intervention Training

TALK TO WRAC AND RVAP TO INSERT STUFF HERE.


Laws, Rape Culture and Society

Summary: Now that students have created a set of guidelines, they will discuss how such guidelines relate to the world outside the classroom.  They will do this by first looking at existing guidelines–Iowa state law and the University of Iowa’s


Our Guidelines in the Media

Summary: In this lesson students will each receive an example of sex or sexual assault portrayed in the media.  Through research and rhetorical analysis the students will decide what messages this sends about sex and sexual assault.  This helps prepare


Consent and Alcohol

Summary: Similar to the last lesson, this one takes the writing that students did during the week and then asks them to combine and debate their ideas on alcohol and consent.  This lesson in particular may provoke problematic statements from


Defining Consent

Summary: This lesson is designed to let students create their own standards for their community and for their personal lives with regard to sexual assault.  This is the first step towards empowerment, which allows them to see themselves as agents


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