Lesson 10: Hidden Figures, Chapter 11

Turn and Talk

Say these directions: Turn and talk with a partner about the following question:

• Ask: How does analyzing Dorothy Vaughan’s response to events she experienced help us to understand important ideas in the text?

  • The events showed more than a list of actions. In the chapter where Dorothy takes on more responsibility at work, she still manages responsibilities at home. Those details revealed that she was highly capable and that her work challenged what people assumed Black women could do.

Connection to Today’s Learning

• Say: Today, you’ll study a pivotal moment in Chapter 11 to analyze what Mary’s response to conflict reveals about her character.

Introduce New Words Using Morphemes

Target Words: prejudice, resistance

Say these Directions: We’re learning about the words prejudice and resistance to help us better understand key themes and ideas in the text.

Introduce the Word: Present the word prejudice to students and pronounce it.

1. Ask: Have you seen the word prejudice before? Where?

Identify the Root: Underline the root judge in prejudice. Explain that judge relates to forming an opinion or decision about someone or something.

• Ask: Do you know any other words with the root judge? (judgment, judicial, judge)

Identify Affixes: Circle the prefix pre- and the suffix -ice in prejudice. Explain that pre- means “before,” and -ice refers to a state or condition.

• Ask: What do you think the prefix pre- might mean based on words you know, like preview or preheat? (before) Language Connection: Connect to other words with pre- like predict (say before) and prepare (get ready before).

Determine Meaning:

• Ask: Using what we know about pre- and judge, what do you think prejudice means? (forming an opinion about someone before knowing the facts, often unfairly)

• Say: Work with a partner to locate a verified definition for each word using a print or digital dictionary or other reference material. Note the part of speech and pronunciation for each word as well. Once you have found the definition, you can use the context of the sentence or passage to confirm that the definition fits the way the word is being used.

Build Word Relationships: Write judgment next to prejudice.

• Ask: What connection can you find between the words judgment and prejudice? (Both involve forming opinions.)

  • Ask: What feels different about prejudice? (It is often unfair and happens before knowing someone.)

Repeat the routine with resistance:

Introduce the Word: Present the word resistance to students and pronounce it.

• Ask: Have you seen the word resistance before? Where?

Identify the Root: Underline the root sist in resistance. Explain that sist comes from Latin and means “to stand.”

• Ask: Do you know any other words with the root sist? (assist, insist, persist)

• Language Connection: Connect to persist and insist (both relate to standing firm).

Identify Affixes: Circle the prefix re- and the suffix -ance in resistance. Explain that re- can mean “back” or “against,” and -ance means “the act or state of.”

• Ask: What do you think the prefix re- might mean based on words you know, like react or return? (back or against)

• Language Connection: Connect to Spanish resistencia, which has a similar meaning.

Determine Meaning:

• Ask: Using what we know about re-, sist, and -ance, what do you think resistance means? (the act of standing against or pushing back)

• Say: Work with a partner to locate a verified definition for each word using a print or digital dictionary or other reference material. Note the part of speech and pronunciation for each word as well. Once you have found the definition, you can use the context of the sentence or passage to confirm that the definition fits the way the word is being used.

Build Word Relationships: Write persist next to resistance.

• Ask: What is similar about persist and resistance? (Both involve standing firm.)

  • Ask: What feels different about resistance? (It often means pushing back against something, while persist means continuing.)

Connection to Today’s Learning

• Say: You will now use your knowledge of these words and their meanings as you analyze how Mary’s response to conflict reveals key ideas in the text.

Part A: How Responses to Events Reveal Key Ideas (RI.6.3) (15 minutes)

Have students work in pairs to analyze the bathroom scene. Direct them to the section in Chapter 11 where Mary is told about the "colored bathroom" and the events that follow.

Say these directions: Reread the section of text in Chapter 11 that describes the bathroom incident. As you read, stop at the part of the text when Mary is directed to the "colored bathroom." Pay careful attention to the details that show how she responds. Use the 3-Column Chart to track the event, the response, and what key idea the response reveals.

Label each column as indicated:

• Column 1: Event

• Column 2: Response

• Column 3: Key Idea

Say: I begin by identifying the event I’m focusing on, then pay close attention to how people respond to it. When Mary is told about the bathroom rule, she becomes furious—it’s clear she is not willing to accept it. Next, I look for textual evidence that shows this response: “Mary Jackson was angered—no, enraged—to have been confronted with such blatant prejudice.” Then, I ask myself what key idea her response reveals. The text explains that this experience reduced her “from professional mathematician to second-class human being.” This evidence emphasizes how deeply the injustice affects her and highlights her strong sense of dignity and refusal to accept unfair treatment.

Ask: What event does Mary experience in Chapter 11?

• • Mary asks to use the bathroom and finds out that the nearest women’s bathroom was open to white women only. Because she was Black she was directed to the "colored bathroom" which was much farther away.

• Ask: How does Mary respond to this event?

  • Mary responds by getting very angry and making it clear to others that this rule is unfair, unacceptable and she will not go along with it.

• Ask: What key idea is revealed through this response?

  • Mary’s response reveals the injustice and inequality faced by Black women professionals at Langley. Her response connects to the larger ideas of prejudice and racism that Black women faced during this time.

Display the following example for students:

Part B: Analyzing Mary’s Response to Events (RI.6.1) (15 minutes)

Students will use their 3-Column chart notes to draft a two-to-three-sentence explanation in response to the prompt. Remind them that this is not a full paragraph; it is a short analytical response that still needs evidence and explanation.

RACE Strategy Response

Say: We are going to use the RACE strategy to analyze how a character’s response to events reveals key ideas.

Say these directions: Review the following prompt:

Write a 2-3 sentence explanation that responds to the following question. How does Mary’s response to the bathroom rule show that she is not afraid to challenge the injustice of segregation?

Display the RACE strategy:

R: Restate the question

A: Answer the question

C: Cite the evidence

E: Explain the evidence

• Say: First, I restate the question. Then I answer the question completely by including at least one clear detail from the text. I cite the evidence so the reader knows exactly where my evidence comes from. After that, I explain how the evidence supports the key idea that is revealed through the character’s response.

Display the following writing model:

Mary Jackson, a courageous engineer in training, refuses to treat the "colored bathroom" rule as acceptable. In the moment when she is directed to a separate restroom, her angry response shows both courage and resistance because she recognizes that the rule is based on prejudice, not fairness and is not afraid to express her anger. In Chapter 11, when Mary is told about the “colored bathrooms”, she didn’t just accept it, she “stormed off to look on her own” and later feels “enraged” by the incident. This response reveals that Mary rejects being treated as less than equal and is not afraid to challenge the injustice of segregation.

• Say: Let’s identify where the sample response restates the question, answers the question, cites text evidence, and explains what the evidence means.

  • The first sentence restates and answers the question by explaining what the bathroom incident shows about Mary Jackson. The response cites evidence from Chapter 11, including the moment when she cannot use the restroom and “stormed off to look on her own.” The final sentence explains how her response shows resistance by highlighting her anger and refusal to accept unfair treatment.

• Ask: What detail from your 3-Column chart provides the most effective evidence to support your response?

  • The strongest detail is the moment when Mary is directed to the "colored bathroom" and refuses to act like the rule makes sense. That detail clearly shows the conflict and gives me evidence for both courage and resistance.

Say: Now use the RACE strategy to write your own response to the prompt.

If time allows, direct students to read their response to a partner. Encourage partners to identify whether each part of the RACE strategy has been included.

Turn-and-Talk

Say these directions: Turn to your partner and discuss these questions:

• How can paying attention to a character’s response to events help you to understand important ideas in a text? What examples from Chapter 11 help to demonstrate this?

Have students read Chapter 12 of Hidden Figures. Instruct students to take notes in their Journal on the following prompt:

As you read, annotate the text for the following:

• One key event that reveals a person’s character, contribution, or response to a barrier