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HIDDEN FIGURES WORKSHEET

Hidden Figures Worksheet
SCENARIOS/CATEGORIE Affective Normative Interactive Cultural and
S social distance Social Social habitual
Distance Distance Distance
As portrayed in the movie When This This We consider
Katherine distance is distance is that this
arrives for the noticed at noticed distance was
first time to the throughout represented
her new job, beginning of the entire when the
she does not the movie, movie since bathroom
feel when the there is a issue came
comfortable three of lack of up.
since she them are interaction Katherine’s
noticed that waiting for among boss noticed
all her co- the car to get colored how often
workers are fixed. As people and Katherine
white men soon as the white was absent
who do not car started people. from her
show working, Negros at seat. One
sympathy or Mary that time felt day, he
agreeableness noticed on segregated realized
to her. the distance, because they Katherine
a police car were left was not on
which is behind in her seat and
approaching any aspects he asked;
to them. of their life. however, no
Dorothy They were one could
says that not relate. When
there is no recognized Katherine
crime in a as a part of arrived, he
broken the society. started to re-
down car; evaluate her
however, discipline
they know and
that they responsibilit
won’t be y but she
judged could not
because of stand more
the broken and she
car but decided to
because of talk. She
the ones explained
driving the how negro
car are women had
negro to go from
women. one campus

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HIDDEN FIGURES WORKSHEET
to other for
peeing since
in that
building
there were
not any
negro’s
bathroom’s
for her.

Another
issue related
to this type
of distance is
when
Dorothy
enters a
library to
search for a
book. While
searching,
one white
woman
approaches
to her and
asks what
she is doing
there.
Dorothy
responds
that she is
looking for a
book and the
woman
replies that
she could go
to the
colored
section in
which there
are also
books for
them.
As coped with in the movie Katherine They treated As the Katherine’s
started the cop in movie pass boss decided
showing off the best way by, colored it was time
her possible and people to end that

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HIDDEN FIGURES WORKSHEET
capabilities, they demonstrate bathroom
skills and demonstrate d their nonsense, so
knowledge d him that it abilities, he went to
towards the does not attitudes and the building
application of matter what strength to where the
mathematical color of skin overcome colored
and they are; any bathroom
geometrical education difficulty was and
algorithms. In and kindness they might destroyed
that way, her are the main have faced. the shield
co-workers principles They show that
recognized that each white people identified it.
her strength human being what they At the end,
and must possess were he claimed
intelligence no matter capable of the
and they show the color of and how, following
respect to this their skins. indeed, words “At
brilliant mind. several NASA we
groups of all pee the
people with same color”
diverse
ethnics,
religion and
race beliefs
can
construct a
vivid and
harmonious
society.
As perceived during my Sometimes, I Some About this Cultural
practicum (if so)* noticed a few groups of distance I distances
students who boys did not can say I did were not
were not allow others not notice identified in
engaged to the to be part of any aspects the
class and they their group. related to it. classroom
were quite In this case, As this is a since it was
reluctant to if you don’t public a public
participate; so, like soccer institution, institution;
I approached you could most of the therefore,
to them and not be students most of the
asked what friends with belong to a students
the matter was them. medium show a
and they said class; for positive and
they did not that reason, respectful
feel in the attitude
comfortable classroom towards their
participating does not partners.

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HIDDEN FIGURES WORKSHEET
because some exist any
of their social class
classmates distinction
laugh at them among
and joke about them.
the ideas they
expressed.
As I coped with those (if After I applied an About this Cultural
so)* perceiving activity in distance I distances
these which each can say I did were not
disgraceful student had not notice identified in
manners, I to present any aspects the
provided a their favorite related to it. classroom
short talk hobby; after As this is a since it was
about respect that, they public a public
and tolerance would institution, institution;
towards our mingle most of the therefore,
partners. around to students most of the
Then, I started present and belong to a students
implementing show the medium show a
collaborative rest of the class; for positive and
work since students and that reason, respectful
this strategy to find in the attitude
would help similarities classroom towards their
them to and does not partners.
interact with differences exist any
others and to among their social class
identify the hobbies. distinction
abilities and among
skills that them.
others
possess.
As perceived during my In some This We are quite Sometimes, I
tenure as a ELT student at occasions, I situation is reluctant to have noticed
Unicordoba observed quite interact with some
some noticeable in other groups students
behaviors the because we which
from the University believe it showed
teachers because we will not greedy and
which were usually tend exist any arrogant
not quite to misjudged type of attitudes
appropriate in people connection towards
a classroom. because of or their students who
Some of them their sexual ideas, are not in the
constantly interaction, principles same social
showed sort of they way and attitudes status as

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HIDDEN FIGURES WORKSHEET
preference they will not them.
towards a few dressed, relate to
students. how they ours.
act, and so
forth.
As I coped with those (if so) To cope with To cope To cope To cope with
this situation, with this with this this
I situation, we situation, we situation, we
demonstrated need to start need to be need to take
them that each putting into more open- off those
student is practice the minded and superior and
special in their things that outgoing egocentric
own ways and we teach to since this attitudes and
that we need our students. will enable start
encouragemen We must us to know behaving
t and motivate respect, more about more kindly
from our tolerate and the great and humble.
teachers in be kind to cultural
order to others. mixture that
continue we can find
growing and around us.
developing
humanistic
skills.

2. The following story did not occur to me or in any of my classrooms settings but, indeed,

it is a story which has taught the importance of respect and tolerance in our lives. This

occurred in a private and prestigious institution which is quite known due to its remarkable

academic status; however, this was the setting in which racism and discrimination took

place. A girl that I will call, Sarah, was a victim of racism in her classroom by not only her

classmates but also her main teacher. Sarah was a 14-teenage-girl with long black hair,

colored skin and great beautiful brown eyes. Even tough, she was quite stunning, she did

not feel comfortable enough with her skin color since many of their classmates made her

feel as if she does not belong to their cluster. Most of them were white, blondish boys and

girls; therefore, they did not accept Sarah as a part of their group.

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One day, when there was a celebration in the school, her class had to present a play about

religious issues but Sarah remembers that day as if were yesterday. That day, one girl from

her class, approached to her and said: “You better don’t get dressed. Angels are not black”

and she went laughing. Sarah went out on the play but she still recalls every bit of that girl

speech.

After bearing in mind this story, I start thinking about how I can improve those unpleasant

and disrespectful situations in my classrooms settings and I came up with some ideas that I

know will be helpful to overcome this issue. For instance, I will explain to students that

everyone has a racial identity. Sometimes white racial identity is seen as the “default” and

people mistakenly think only minorities (African-American, Latino/Hispanic, Native

American, Asian) have a race. It is important to emphasize that all people have experiences

with race, whether they are overt, hidden, unconscious or implied. People might experience

those encounters directly, witness them happening to others, or have opportunities, or

privileges, as a result of their racial identity. Moreover, we can create learning opportunities

that acknowledge race and ethnicity, and prioritize preventing racism through social justice

with culturally relevant teaching. Culturally relevant teaching emphasizes academic

excellence, cultural competence, and social and political analysis. Through culturally

relevant teaching, students are engaged in rigorous learning experiences that use text and

resources to explore issues within diverse communities. Additionally, there is an emphasis

on social justice and social activism.

Finally, I will generate discussions about race which sometimes can be uncomfortable, but

with proper planning, active listening, and recognition of everyone’s shared vulnerability,

an initially uncomfortable conversation can become a transformative learning experience.

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When we learn about cultures but do not talk about the difficult aspects of our history, we

do a disservice to our students and our society.

Yarinnys Esther Soto Arroyo