HIDDEN HEROES: the Black Women of NASA
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ACROSS THE CURRICULUM HIDDEN HEROES: The Black Women of NASA Based on the Book Hidden Human Computers: The Black Women of NASA by Sue Bradford Edwards and Duchess Harris, JD, PHD Published by ADBO Publishing, Minneapolis, MN Play written by Sha Cage Directed by Signe Harriday Below are ideas inspired by the play as a jumping off point for cross-curriculum and interdisciplinary study in your classroom. From research, writing, discussion or analysis the play can be used to reach any number of educational goals. Below are a few suggestions for curriculum incorporating HIDDEN HEROES: The Black Women of NASA into your classroom studies. Please also refer to ADDITIONAL RESOURCES throughout the guide for links to more research, curriculum ideas and lesson plans. ABOUT THE PLAY Stages Theatre Company’s production of Hidden Heroes: The Black Women of NASA is based on the history book Hidden Human Computers: The Black Women of NASA by Sue Bradford Edwards and Duchess Harris. The dramatization was written by Sha Cage and is directed by Signe Harriday. It was developed through reading, research and interviews with Duchess Harris’s mother, Miriam Harris, whose mother Miriam Mann was one of the original human computers starting in 1943. As an historical interpretation that spans many decades and the lives and accomplishments of many people, the play does take dramatic license in terms of time, space and specific biographical facts. For example, the students did not all attend the same school or did not attend at the same time even though in the context of the play they do. As a history that is not often told, containing biographies and events that are often incomplete or unknown, the playwright and director have used many tactics of dramatic interpretation to fill in the lives of these women as young girls. It has a non-linear structure and the stories are not told in a chronological timeline. The focus of the dramatization is to show the women who eventually worked as human computers for NASA as young girls who embraced the study of math and science. It shows how they persevered, despite both racial and gender discrimination, to learn and expand on their intellectual talents. They were smart, curious, and strong young girls who were supported by their family and teachers to accomplish great things. The play highlights certain educational programs that were designed to further educate African-Americans girls, programs that offered a better future and without these programs these young women would never have been able to accomplish what they did. It also highlights the support they had from their families, often causing hardships that allowed them to continue their educations. It is in highlighting this truthful aspect of their collective biographies that creates this inspiring story about the power of dreams. It also highlights the power of communities to support the achievements of those dreams. It shows that the seemingly impossible is possible with hard work, determination and the support of those around us. BEFORE THE PLAY HISTORICAL CONNECTIONS & RESEARCH THE HISTORY Before seeing the play, use the resources listed in this guide to introduce your students to some of the historical background on the human computers that worked at NACA/NASA starting in 1943. Become familiar with some of the educational barriers experienced by African American girls and the discrimination and racial hatred legalized through Jim Crow laws throughout the south. Learn more about how the work done by the human computers at NACA/NASA continued to influence the space program even after computers took over the work they performed. Learn more also about the work these women continued to do as their careers progressed at NASA up even through the present day. RESOURCES FOR INTRODUCING THE HIDDEN HUMAN COMPUTERS: • READ the book HIDDEN HUMAN COMPUTERS: The Black Women of NASA by Sue Bradford Edwards and Duchess Harris. • READ the BIOGRAPHIES in this guide to learn more about the lives and accomplishments of the Black Women of NASA that are characters in the play. • STUDY the TIMELINE in this guide for a quick glance at some of the people and events that lead to the hiring of African American women as human computers at NACA/NASA • STUDY the GLOSSARY of terms that will help follow the action of the play as well as the historical racial and gender discrimination that is covered in the play. • USE THE LINKS in this guide to find out more about the Black Women of NASA, JIM CROW LAWS, and EDUCATION BARRIERS. BIOGRAPHIES OF THE HIDDEN HEROES ANNIE EASLEY Annie J. Easley was one of the first African-American women in the field of rocket science and computer engineering. Easley was born April 23, 1933 to Bud McCrory and Willie Sims in Birmingham, Alabama. In the days before the Civil Rights Movement, educational and career opportunities for African- American children were very limited. However, Easley’s mother encouraged and motivated her to work hard and pursue her dreams. She encouraged her to get a good education and from the fifth grade through high school, she attended a parochial school and was valedictorian of her graduating class. After high school she went to New Orleans, Louisiana, to attend Xavier University, then an African-American Roman Catholic University, where she majored in pharmacy for about two years. Easley began her career as a Mathematician and Computer Engineer at the NACA Lewis Flight Propulsion Laboratory (which became NASA Lewis Research Center, 1958–1999, and subsequently the John H. Glenn Research Center) in Cleveland, Ohio. She began in the computer services division, performing complex mathematical calculations for the engineers. One of the earliest projects she worked on was running simulations for a planned nuclear reactor. During the late 1960s and 1970s, Easley worked on nuclear-powered rocket systems. She continued her education while working for NASA and in 1977 she obtained a Bachelor of Science degree in mathematics from Cleveland State University. When human computers were replaced by machines, Easley learned computer programming. She developed computer code for analyzing alternative energy technologies for electric vehicles, and some of her work led to battery development for hybrid cars. She also helped develop software for Centaur, a booster rocket that launched spacecraft such as Cassini. While at NASA, Easley also took on the role of equal employment opportunity counselor, helping address discrimination complaints regarding race, gender, and age. Easley died in 2011 at the age of 78. --(Taken in part from www.physicatoday.org) MARY JACKSON Mary Winston Jackson was born on April 9, 1921, in Hampton, Virginia, the daughter of Ella and Frank Winston. She attended Hampton’s all- black schools and graduated with high honors from George P. Phenix Training School in 1937. Five years later, she earned dual bachelor’s degrees in mathematics and physical science from Hampton Institute. She excelled academically in a time of racial segregation. Her math and science skills earned her a position as a "human computer" for NACA, and she later became NASA's first black female engineer. Along with serving a vital role in the development of the space program, she helped other women and minorities advance their careers. Jackson died in February 2005 at the age of 83. After college, Mary Jackson took on a series of jobs, including teacher, bookkeeper and receptionist. Then in 1951, she found employment at the National Advisory Committee for Aeronautics (NACA, the predecessor agency to NASA) in Langley, Virginia. She worked at the West Computers section as a research mathematician—known at the time as a "human computer." In 1953, she moved to the Compressibility Research Division of NACA and along with taking several courses, she joined a special training program and was promoted to aerospace engineer, making her NASA's first black female engineer. Jackson analyzed data from wind tunnel experiments and real-world aircraft flight experiments at the Theoretical Aerodynamics Branch of the Subsonic-Transonic Aerodynamics Division at Langley. Her focus was understanding air flow, which included thrust and drag forces. A few years later, Jackson worked with the flight engineers at NASA. While at NACA and NASA, Jackson authored or co-authored twelve technical papers for the agencies. By 1978, Jackson changed positions to be a human resources administrator. She served as both the Federal Women’s Program Manager in the Office of Equal Opportunity Programs and as the Affirmative Action Program Manager. From then until her retirement in 1985, she helped other women and minorities advance their careers, advising them to study and take extra courses to increase their chances for promotion. During her career, Mary Jackson served on many organizations’ boards and committees, including the Girl Scouts of America, and was honored by numerous charitable organizations for her leadership and service. She died at age 83 on February 11, 2005, at Riverside Convalescent Home in Hampton, Virginia. --(Taken in part from biography.com) MIRIAM DANIEL MANN It was 1943 when Miriam Daniel Mann learned about job opportunities at the National Advisory Committee for Aeronautics, or NACA, NASA’s predecessor. Mann, who had earned a chemistry degree with a minor in mathematics from Alabama’s Talladega College, was perfect for the human computer position, which was among the most demanding jobs for women of her era. Mann, who was born in 1907, was hired by NACA, which at the time was operating 24 hours a day. Employees worked shifts from 7am– 3pm, 3pm–11pm, or 11pm–7am. The arrangement made for a “very different household” in an era “when it was the norm for women to stay at home,” said Mann’s daughter, Miriam Mann Harris, in a 2011 oral history interview.