Department of Education, Region 3
Individualized Curriculum Units (ICU’s)
For the Guided or Independent Units of Study
C R A S H: C U R R I C U L U M G U I D E
A HIGH SCHOOL CURRICULUM GUIDE
BASED ON THE MOTION PICTURE CRASH
Updated: November 2006
School Website: http://www.baysidehighschool.org
Unit URL: http://szetohistory.tripod.com/crash.htm
Developed by:
Andy Szeto
Teacher of Social Studies
Bayside High School
Consultants:
Lisa Mars
Assistant Principal
Townsend Harris High School
Winifred Radigan
Local Instructional Superintendent
Region 3
Dear Teachers,
INTRODUCTION
Dear Students, Educators and Parents:
I am delighted to introduce Crash: Curriculum Guide, a unit of lessons based on the
motion picture Crash. This unit is the latest addition to the Individualized Curriculum
Units created by Region 3 of the Department of Education.
I thank Winifred Radigan, Local Instructional Superintendent in Region 3, and Lisa Mars,
Assistant Principal at Townsend Harris High School for their contributions of expertise
and materials.
I would love to hear your feedback on using these curriculum materials. Feel free to
email me at szetohistory@aol.com with your comments. I hope that you and your
students will enjoy the ideas and resources contained in this guide.
Sincerely,
Andy Szeto
Teacher of Social Studies
Bayside High School
CRASH: CURRICULUM GUIDE
2
TABLE OF CONENTS
Lesson 1 – PREJUDICES AND STEREOTYPES…………………………………………
8
Lesson 2 – HIP-HOP MUSIC………………………………………………………………..
9
Lesson 3 – RESPONDING TO BIGOTRY…………………………………………………
10
Lesson 4 – EXAMINING MY OWN BIAS………………………………………………….
11
Lesson 5 – LESSONS FROM CRASH……………………...........................................
12
Lesson 6 – SEQUEL TO THE MOVIE…………………………………………………….
13
Lesson 7 – EFFORTS FIGHTING RACISM IN AMERICA……………………………..
14
Lesson 8 – REDEMPTION IN THE DEEP……………………………………………….
15
Lesson 9 – EXPLORING REDEMPTION IN CRASH…….........................................
16
Lesson 10 – COMPARATIVE STUDY OF CRASH ……………………………………
17
Lesson 11 – JANE ELLIOTT: A CLASS DIVIDED ……………………………..………
18
Lesson 12 – ESSAY PROMPTS…………………… ……………………………..………
19
CRASH: CURRICULUM GUIDE
3
DEPARTMENT OF EDUCATION, REGION 3
INDIVIDUALIZED CURRICULUM UNITS (ICU’S)
FOR THE GUIDED OR INDEPENDENT UNITS OF STUDY
COURSE TITLE:
DESIGNED BY:
ANDY SZETO, BAYSIDE HIGH SCHOOL
E-MAIL: szetohistory@aol.com
SCHOOL WEBPAGE: http://www.baysidehighschool.org
UNIT URL: http://szetohistory.tripod.com/crash.htm
Course Title: Crash: Curriculum Guide
Credit: (to be granted upon successful completion): ½ to 1 Credit
Major or Terminal Objective(s) to be Met:
1. To identify the racial bias and stereotypes existed in today’s society based on the movie Crash.
2. To conduct research about efforts made to end racial discrimination in the U.S.
3. To conduct research about different media used to depict the racial discrimination in the U.S.
Required Resources to be Used:
1. Internet Access: http://szetohistory.tripod.com/crash.htm
2. A copy of the Movie Crash
Method(s) of Evaluation/Criteria for Success:
1. Completion of assigned projects.
General Requirements
1.
Submission of a signed contract after course orientation and initial assessment. A copy of the
contract can be located at http://szetohistory.tripod.com/crash.htm.
2.
Attend scheduled meeting with assigned teacher at least one period weekly. The meetings are
mandatory.
3.
Maintain a log for time spent working on student’s own or with an outside mentor.
4.
Maintain a work portfolio to store completed assignments and tests. All work will be graded by a
rubric. Sample rubrics are listed on curriculum web page: http://szetohistory.tripod.com/crash.htm.
5.
Mastery and completion of academic material.
6.
Organize work into a portfolio as described in the Portfolio Cover Page, located at
http://szetohistory.tripod.com/crash.htm. Place the cover page on the portfolio folder for record
keeping purposes.
7.
Submit the final portfolio two weeks before the end of the term. Teacher will use a rubric to
determine whether to grant credit for the course.
CRASH: CURRICULUM GUIDE
4
Independent Study
Portfolio Cover Page
Crash: Curriculum Guide
Student Name:
Teacher:
Teacher Contact Information:
Student/Teacher Meeting Method:
Meeting Time:
Course Title:
Course Website:
Course Duration:
Date Begins:
Date Ends:
Course Orientation
Submission of Student Contract
Initial Assessment
1st Evaluation
2nd Evaluation
Final Evaluation
CRASH: CURRICULUM GUIDE
5
Student Progress Report
Crash: Curriculum Guide
Please evaluate the student’s project based on rubric attached for each activity in the course of
study with “1” being the lowest score and “5” the highest.
Lessons
Below Standard
1
<55%
1. PREJUDICES AND STEREOTYPES
2. HIP-HOP MUSIC
3. RESPONDING TO BIGOTRY
4. EXAMINING MY OWN BIAS
1st Evaluation: Enter Score Here
Comments:
5. LESSONS FROM CRASH
6. SEQUEL TO THE MOVIE
7. RACISM IN AMERICA
8. REDEMPTION IN THE DEEP
2nd Evaluation: Enter Score Here
Comments:
9. EXPLORING REDEMPTION IN
CRASH
10. COMPARATIVE STUDY OF CRASH
11. JANE ELLIOTT: A CLASS DIVIDED
12. ESSAY PROMPTS
Final Evaluation: Enter Score Here
Comments:
CRASH: CURRICULUM GUIDE
6
Approaching
2
~65%
Proficient
3
~75%
Mastery
4
~85%
Exceptional
5
~95%
Student Time Log
Crash: Curriculum Guide
Lessons
Date
Time Spent on This Lesson
1. PREJUDICES AND STEREOTYPES
2. HIP-HOP MUSIC
3. RESPONDING TO BIGOTRY
4. EXAMINING MY OWN BIAS
5. LESSONS FROM CRASH
6. SEQUEL TO THE MOVIE
7. RACISM IN AMERICA
8. REDEMPTION IN THE DEEP
9. EXPLORING REDEMPTION IN
CRASH
10. COMPARATIVE STUDY OF CRASH
11. JANE ELLIOTT: A CLASS DIVIDED
12. ESSAY PROMPTS
LESSON 1
PREJUDICES AND STEREOTYPES
CRASH: CURRICULUM GUIDE
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Time Duration: 1 – 2 weeks
Introduction:
The movie Crash depicts the stereotypes and prejudices each of us
experiences in our society.
Most of the characters are racially
biased and become involved in incidents which force them to
confront their own prejudices. As the plot unfolds, the characters
realize that perspectives about people can change. This activity
asks you to extend a scene from the movie into a 3-page TV
episode.
Procedures:
WRITING AN EPISODE ABOUT RACIAL BIAS
1.
2.
3.
4.
5.
6.
7.
Imagine you are Cameron, a television producer played by Terrance Howard.
You are asked to extend the scene below into an episode of a TV drama series. Be sure to
read the scene carefully to truly understand its meaning.
Use a graphic organizer to brainstorm new ideas for the extension of the scene.
Create new characters and plotlines as you see fit. Be sure to include characters that share
the Anthony and Peter’s viewpoints.
The script should be at least 3-pages long.
In one paragraph, does Crash change your attitude about racial bias? Cite examples from the
movie to support your answer.
Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
Script of a Conversation between Anthony and Peter
Anthony:
Did you see any white people waitin' an hour and 32 minutes for a plate of
spaghetti? And how many cups of coffee did we get?
Peter:
You don't drink coffee and I didn't want any.
Anthony:
Man, that woman poured cup after cup to every single white person around us.
But did she even ask you if you wanted any?
Peter:
We didn't get any coffee that you didn't want and I didn't order, and that's
evidence of racial discrimination? Did you notice that our waitress was black?
Anthony:
And black women don't think in stereotypes? You tell me something. When was
the last time you met one who didn't think she knew everything about your lazy
a-- before you even opened your mouth, huh? That waitress sized us up in two
seconds. We're black, and black people don't tip. She wasn't gonna waste her
time. Somebody like that? Nothing you can do to change their mind.
Peter:
How much did you leave?
Anthony:
You expect me to pay for that kind of service?
LESSON 2
HIP-HOP MUSIC
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8
Time Duration: 2 – 3 weeks
Introduction:
Anthony:
No, you want to listen to music of the Oppressor, you go right ahead.
Peter:
How in the lunacy of your mind is Hip-Hop “music of the Oppressor?”
Anthony and Peter, the characters played by Chris “Ludacris” Bridges and Larenz Tate, discuss the
origin of hip-hop music in the movie. In the conversation, Ludacris asserts that hip-hop is the “music of
the oppressor”.
Procedures:
CREATING A NEW HIP-HOP CLASS
1.
2.
3.
Imagine you are a member on the school’s curriculum
committee. The committee is asked by the principal to
create a class on hip-hop music. To create this class,
you will complete the following tasks:
a.
Create a detailed plan (1-page) about the
content of this new class.
What class
materials would you need and use? What
would the instructor teach in a typical class
period?
b.
Design a brochure about the new hip-hop
class. Include information about the origin,
history, and a timeline of hip-hop music.
Then, complete one of the following tasks.
c.
Write a comparative analysis of two key figures of hip-hop music: one from 1980’s
and one from 2000’s. How did social factors and world events affect their music?
d.
Some parents, like Anthony in Crash, are concerned with the new class. To them,
hip-hop is a vehicle to promote violence, promiscuity, and drug use. Were their
assertions about hip-hop music accurate? Provide research to support your answer
in the form of a letter to parents.
e.
Anthony mentions the names of some “smart, articulate black men” such as Huey
Newton, Bobby Seale, Eldridge Cleaver and Fred Hampton in the movie. He asserts
that these men were replaced by hip-hop, the music of the oppressor. In your opinion,
was Anthony correct in this view? Conduct research to respond in a two-page
argumentative essay.
Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 3
RESPONDING TO BIGOTRY
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Time Duration: 1 – 2 weeks
Introduction:
The characters present different stories of racial bias and stereotypes in the movie Crash.
objective of this lesson is to promote awareness about racism and everyday bigotry.
The
Procedures:
SPEAKING UP AGAINST BIGOTRY
1.
2.
Read Speak Up! from the Southern Poverty Law Center. You may download a copy of the
document at http://www.tolerance.org. Write your reaction to each of the scenarios from the
movie. Use the guide in your responses.

A gun shop owner refers to a Persian customer as “Osama” in a heated conversation.

A bigoted police officer confronts an African-American insurance agency supervisor
named Shaniqua Johnson, “I can't look at you without thinking about the five or six
more qualified white men who didn't get your job.”

An angry housewife told her husband to change the locks because the job was done by
a Mexican locksmith who might “sell [the] key to one of his gangbanger friends….”

A television producer is asked to do another take of a scene in a comedy because an
African-American actor does not sound “black” enough.
Make a list of common stereotypes about race and gender in your everyday life.
complete one assignment to fight bigotry in one of these locations:




Then
At Home
In School
At Work
In Public
Here are some suggestions. You may choose one of these choices or consult with your teacher
for another one.
3.

Create a comic book on fighting against bigotry for a younger audience. You may also
write a song or a poem against bigotry.

Make a PowerPoint Presentation or a video documentary about everyday bigotry in
your community.

Plan a campaign to boycott stores which carry out discriminatory policies and practices.
Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 4
EXAMINING MY OWN BIAS
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10
Time Duration: 2 – 3 weeks
Introduction:
“You think you know who you are? You have no idea."
Officer Ryan (played by Matt Dillon) to Officer Hanson (played by Ryan Phillippe)
Officer Ryan played by Matt Dillon
Do you find yourself choosing where you want to sit in the cafeteria based on who might sit next to you?
Do you find yourself making these choices based on race and ethnicity? This lesson requires you to
examine your own bias based on a week’s worth of journal entries.
Procedures:
BIAS JOURNAL
1.
Read Speak Up! from the Southern Poverty Law Center for types and examples of bigotry.
You may download a copy of the document at http://www.tolerance.org.
a.
Create a list of incidents of bigotry in the movie Crash.
b.
Keep a journal for two weeks. Write down any incidents of bigotry that you encounter
during this time period. Consider using the following questions in your entries:
c.
2.

Were you the victim or the aggressor in the incident?

How did you feel about each incident? Were you upset?

Did you do anything about it? Why or why not?

Would you do anything differently? Why or why not?

Were you able to find any of your encounters similar to the ones from Crash?
Describe in details.
After viewing the movie, how would you react differently toward incidents of bigotry?
Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 5
LESSONS FROM CRASH
CRASH: CURRICULUM GUIDE
11
Time Duration: 2 – 3 weeks
Introduction:
“Most of the characters in Crash are racially prejudiced. By the end of the movie, however, each
character understands and changes his or her perspective on race.”
To what extent was this statement accurate?
Procedures:
BEHIND THE SCENE INTERVIEW
1. Imagine you are an entertainment reporter. You are asked to interview the cast of Crash for
promotional purposes. You will conduct a 2-minute interview for each actor/actress. Publish
your interview in an article. Consider the follow questions in your interview:
a.
What was your character’s viewpoint on race at the beginning of the movie? How
and why did your character attain this viewpoint?
b.
What challenges did your character face in the movie?
c.
How did the incidents in the movie change your character at the end?
d.
If you were allowed to change one aspect or event related to your character, what
would it be? Explain your choice for each character.
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
Farhad played by Shaun
Toub
Jean played by Sandra Bullock
Officer Ryan and Christine,
played by
Matt Dillon and Thandie Newton
LESSON 6
SEQUEL TO THE MOVIE
CRASH: CURRICULUM GUIDE
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Cameron and Anthony played by
Terrance Howard and Ludacris
Graham played by Don Cheadle
Time Duration: 2 – 3 weeks
Introduction:
The movie Crash garners many honors from movie critics, including Best Picture in the Academy
Awards. Director Paul Haggis has mentioned the possibility of producing a sequel to Crash, involving
the continued story of Anthony - Chris "Ludacris" Bridges' character.
Procedures:
PROPOSING A SEQUEL TO CRASH
1. Director Paul Haggis has asked you to write a proposal for the sequel to Crash. You will
complete the following tasks:
a.
Watch Crash for a second time. Pay special attention to Anthony, a character played
by Chris “Ludacris” Bridges.
b.
While watching the movie, take notes about Anthony using a graphic organizer.
c.
Using the graphic organizer created, write a summary of the plot to the sequel.
d.
Determine a list of characters (existing and new) in the movie. Define their roles in
the film. Use the following categories to create your characters. You may come up
with other categories as well.






Physical Attributes
Ethnicity
Personality
Background
Occupation
Religious and Political Beliefs
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 7
EFFORTS FIGHTING RACISM IN AMERICA
CRASH: CURRICULUM GUIDE
13
Time Duration: 2 – 3 weeks
Introduction:
The movie Crash contains several references of historical efforts to fight racism in America. Such
efforts include the Civil Rights Movement, the aftermath of Rodney King, the fight against racial
profiling and police brutality and affirmative action.
Officer Hanson played by Ryan Phillippe
Procedures:
FIGHTING RACISM AND BIGOTRY IN MODERN AMERICA
1. Imagine you are a member of the school committee on diversity. You are asked to propose a
plan for a school bulletin board that celebrates the efforts made to fight racism in 20th and 21st
century America. To complete this assignment, you will need to do the following tasks:
a.
Choose ONE topic to conduct research about efforts to fight racism and bigotry in
modern America (e.g. Civil Rights Movement, Voting Rights Act and Affirmative
Action).
b.
Create a possible list of key players, efforts and accomplishments to include on the
bulletin board based on your research.
c.
Determine the visuals, narratives and timelines to be included on the bulletin board.
d.
Using your plan, create a miniature design of the bulletin board on an 8 ½ x 11 paper.
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 8
REDEMPTION IN THE DEEP
CRASH: CURRICULUM GUIDE
14
Time Duration: 2 – 3 weeks
Introduction:
Several characters have committed unethical acts in Crash. They are able
to confront their prejudices and attempted to redeem themselves by the
end of the movie.
Procedures:
IN THE DEEP ANALYSIS
1. Imagine you are a music critic and asked to write an analysis for the song In the Deep by Bird
York. To write your five-paragraph analysis, complete the following tasks:
a. The song In the Deep By Bird York is used at the end of the film. Analyze an excerpt
of the song lyrics below:
Thought you had all the answers
to rest your heart upon
but something happens
don't see it coming, now
you can't stop yourself
now you're out there swimming
in the deep
Life keeps tumbling you heart in circles
till you let go
till you shed your pride and you climb to heaven
and you throw yourself off
now you're out there spinning in the deep
b. Explain the meaning of the song in the context of the movie Crash. How does the
song relate to the theme of redemption in the movie?
c.
Who was the most ethical character? Unethical? Be sure to cite specific examples to
support your answer.
d. Which character is impossible to sympathize with in the movie? Why? Support your
responses.
e. Find at least one song that is also similar in the theme found in In the Deep.
Compare and contrast their meanings.
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 9
EXPLORING REDEMPTION IN CRASH
CRASH: CURRICULUM GUIDE
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Time Duration: 2 – 3 weeks
Introduction:
Imagine the characters of Crash are stranded on an island. The rescue plane can only make one trip
to save three characters. Which characters would you choose? Why?
Procedures:
1. You have been asked to select three characters to board the plane. This assignment will be
completed in the form of an argumentative essay. To complete this assignment, you will
complete the following tasks:
a. Compile a table detailing the characters and their related information in the movie.
You should include the following characters:













Anthony, played by Chris “Ludacris” Bridges
Peter, played by Larenz Tate
Christine, played by Thandie Newton
Cameron, played by Terrance Howard
Officer Ryan, played by Matt Dillon
Officer Hanson, played by Ryan Phillippe
Farhad, played by Shaun Toub
Dorri, played by Bahar Soomekh
Ria, played by Jennifer Esposito
Daniel, played by Michael Peña
Graham, played by Don Cheadle
Rick, played by Brendan Fraser
Jean, played by Sandra Bullock
b. Determine the criteria for boarding the plane. You may want to examine the
characters’ background and past. Morals, ethics and values are also possibilities.
c.
In a detailed argumentative essay, explain your three choices for rescue. Be sure to
include specific examples from the movie. In the conclusion, what could they have
done differently to improve their odds of being rescued?
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 10
COMPARATIVE STUDY OF CRASH
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Time Duration: 1 week
Introduction:
Crash depicts the problems of racial stereotypes and bigotry in the United States. Other films and
television series have explored the similar topic.
Procedures:
1. You are a member of the school’s Film Club and asked to present a seminar on Films and
Television Series Dealing with Racism after the viewing of Crash. To create a detailed plan
for such presentation, you will need to complete the following tasks:
a.
Create a list of Top-Ten films and television series that deal with the topic of race and
racism. Use internet resources to help you with this task.
b.
Prepare an oral presentation that compares and contrasts each selection to the
movie Crash.
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 11
JANE ELLIOTT: A CLASS DIVIDED
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Time Duration: 2 weeks
Introduction:
Jane Elliott, an elementary school teacher from a small all-white community, watched in horror of the
news of Martin Luther King, Jr.’s assassination. In A Class Divided, the program describes Ms. Elliot’s
controversial lesson to teach her third grade students about racial bias and discrimination. The lesson
has an enduring impact on her students.
The experiment took place more than thirty years ago. However, the movie Crash suggests that the
crusade to end racial bias in this country is not over yet.
Procedures:
DESIGNING AN ACTIVITY FOR CHILDREN ON ENDING RACIAL DISCRIMINATION
1. You are asked to design an activity for a group of modern day third grade students. Use
Jane Elliot’s experiment as a model. To do this, you must do the following tasks:
a. Watch the PBS program A Class Divided. The program presents Jane Elliot’s
experiment to teach her students about racial discrimination. You may watch the
program online: http://www.pbs.org/wgbh/pages/frontline/shows/divided/.
b. Devise an interesting activity that will teach children about racial discrimination. Be
sure to keep the following elements in mind in your design:

Goals and Objectives

Procedures

Materials Required

Evaluation
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
LESSON 12
ESSAY PROMPTS
CRASH: CURRICULUM GUIDE
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Time Duration: 1 – 2 weeks
Introduction:
This lesson contains writing prompts which may be assigned as final
exam or culminating writing task at the conclusion of the course.
The questions are arranged in the order of difficulty.
Procedures:
WRITING ASSIGNMENTS BASED ON CRASH
1. Each essay should contain at least 5 paragraphs. Choose ONE of the following topics:
a.
Imagine you are a movie critic for the New York Times. Write a review for Crash.
b.
What, if anything, is the movie conveying about race and ethnicity in the United
States?
c.
How does Crash explore ONE of the following themes in the movie? Be sure to cite
specific examples from the movie?





d.
Alienation
Fear
Bigotry
Violence
Racism
The film began with a speech by Detective Graham Waters (played by Don Cheadle):
“It’s the sense of touch. Any real city, you walk, you know. You brush past people.
People bump into you. In L.A., nobody touches you. We’re always behind this metal
and glass. I think we miss that touch so much that we crash into each other just so
we can feel something.”
What is the meaning of Waters’ statement? In your opinion, is Waters accurate in his
assertion? Be sure to cite specific examples from the movie and personal experience
to support your response.
e.
An online review for Crash:
“There are no easy answers in Crash and though sometimes the characters rise
above their baser fears and intolerance, no one leaves the film unscathed.”
Assess the validity of this statement by citing specific examples from the movie.
2. Submit all completed assignments to your teacher. You will be graded based on a rubric.
Examples of rubrics are posted on the curriculum website for your reference.
CRASH: CURRICULUM GUIDE
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