Teaching Grit and Mindset

Through Lessons of the Womans Rights Movement

ACCESS LESSONS ON CONFERENCE WEBSITE
Edu509class.weebly.com
Dr. Kevin Sheehan
Ksheehan1@molloy.edu
Molloy College
Division of Education
Alyssa Ferrandino
Nicole Stevens
October 30, 2015

What Cuomo and Teacher Evaluation Systems Got Wrong in

his call for evaluation by test results?

Nave
Assumption

From
the PART
research,
the students
who drop out,
THE
IRONIC
OF COMMON
CORE MOVEMENT,
THElack
TESTING
the Will MANIA
and the
AND
Ways
THE(hope).
NEED TOThey
RAISEcan
STANDARDS
do the work,
CAME
FROM
OUR COLLEGE
DROPUT
RATE
BUT
but dont,
or they believe
that
they
cant. THEY LACK
SELF-BELIEF. One little setback destroys this sense
of who they are.
They have never learned to fail or strugg le.

1 IN 3
1 IN 2

Self Belief: Hope Theory:

Childrens Hope Test
1. I think I am doing pretty well.
2. I can think of many ways to get the things in life that
are most important to me.
3. I am doing just as well as other kids my age.
4. When I have a problem, I can come up with lots of
ways to solve it.
5. I think the things I have done in the past will help
me in the future
6. Even when others want to quit, I know that I can find
ways to solve the problem.
None of
the time

A little of
the time

Some of
the time

A lot of
the time

Most of
All of
the time the time

Why the Will and the Way

Self Belief- HOPE-- Matters
Better predictor of college completion
than SAT, ACT, HS GPA
Four times more likely to not finish
college with low hope than low ability
Research of Dr. Rose and Dr. Seirup confirms this
statistic locally demonstrating that low hope
students on probation are at greatest risk of
dropping out.
Shane Lopez Gallop Poll 2012

The best news

about our selfbelief and our
hope are a way
of thinking and
not an emotion
or quality that
we are born
with. If can we
change our way
of thinking, we
can change our

Before we do make this

case, lets look at the

Today Children have

Become
Trophies
CONTEXT
of the world that
our
Parenting
is now
children live in today
Competitive

The Trophy Culture:

Performance Goals Over
Mastery

Afraid to
be Wrong

Eliminate an NFL
Quarterback from the
Combine Scores

SELF-BELIEF EFFORT AND PASSON

FOR A GOAL
(Our beliefs about ourselves and our
effort can trump our ability)

Tom Brady is an example of an athlete

who failed wellHe did not accept his lack of
recognition or the judgements of others

FAILING WELL
FALLING (Failing) FORWARD

FALLING (Failing) BACKWARD

Taking Responsibility
Learning from Each Mistake
Knowing Failure is Part of the
Process
Maintaining a Positive Attitude
Challenging Outdated Assumptions
Taking New Risks
Believing Something Didnt Work,
but
Improvement Can Happen
Persevering

Blaming others
Repeating the Same Mistake
Expecting Never to Fail Again
Expecting to Continually Fail
Accepting tradition blindly
Thinking I am a Failure
Quitting

SHOULD WE TEACH THIS TO OUR KIDS.

BUT WHEN

FIXED OR GROWTH MINDSET:

PERFORMANCE BASED ON
CAPACITY OR EFFORT
IS OUR
PERFORMANCE
BASED ON INNATE
CAPACITY OR
MALLEABLE
BASED ON OUR
EFFORT?
WHAT DO YOU
BELIEVE?

Youre a natural You are so smart

What are the implications of mindset on athletes
and students and the researched reality by Carol
Dweck?
What are the consequences?

The Power of Effort

WHERE DOES THIS COME FROM?

The E School and I School
of Turning
Where does this come from?
What can we do as parents, coaches and teachers about
this idea of fixed versus growth mindset?

Praise effort not

ability.

Heres an
even more
frightening
example of
falling
backward

The
Graduation
Gap

Who Gets to Graduate?

NY Times: Paul Tough 5/15/14
Vanessas Story: Enouraging news from
David Laudes Research at the University of Texas

GRIT IS WHAT HAPPENS WHEN OUR SELF

BELIEF IS TRULY TESTED
Grit means that you maintain hope
over time, no matter what
the obstacle.

Sometimes, when we face obstacles, our

hope is tested, our self-belief (hope) is truly
tested!

Dr. Angela Duckworth

Grit
Passion for a goal
Perseverance

Hope Feedback and Feedforward Model

Grit
Passion for the
Goal
Perseverance
for the Goal

What happens when our hope is

tested?

What is the cold presser test?

What is deliberate practice?

Setting a specific stretch goal
Concentrating 100%
Get immediate and informative
feedback
Practicing repetitively until
fluency
Deliberate Practice is hard
and not that much fun!

Deliberate Practice:
Practicing What You are Bad At!

GRIT arises
In part from how bad you
want your goal and how
well you handle failure

Dr. Angela Duckworth

Grit: A Measurable
Construct
Duckworth Failed Well:
(She Thought success was a matter
of Self-Regulation was the answer,
but found no effect)

Passion for Long Term Goals

Perseverance to Achieve Long Term

Dr. Angela Duckworth

Her Research
Bee Winners

Recognized Geniuses

Can We
Teach Grit
IBut
dont
know
butoris
Teach Kids To Be Grittier?
nt it worth a try?

THE IDEA: WHY CANT WE USE THE

LESSONS OF HISTORY TO TEACH FAILING
WELL, GROWTH MINDSET AND GRIT?
CONTEXT: Brain Research: Framing the Lesson
Filling the Filing Cabinet(Literacy Strategies,
Short Feeding), and Flipped Instruction(you tube)
EVIDENCE: Documents: What If I Made this Up?
Thinking Like a Historian Questioning
Inquiry Creating Informed Citizens
ENGAGEMENT: Song: Common Core Document
History Alive to Bring the Documents to Life

From My Perspective

Context:
Story:
Framing the Big Idea
Filling the Filing Cabinet
Literacy Strategies
(read and retell, your choice)
Flipped Instruction
Context at Home
You Tube

Documents

Engagement:

Reading Like a Historian

Inquiry Based
Conflicting-Two Sides
Evaluate Make a Decision

Bringing the Documents

to Life
One Day Simulation
History Alive
Teach Like a Pirate

Song as a Document:
Close Reading
Return to Big Idea
EMOTION

Kahoot
Engagement/Fun
Evaluation

From My Perspective

Grant Wiggins:
Understanding by Design

Messy:
No Clear One
Right Answer-Confusing
Hard Work (Frustrating)

Have to Fail Well:

Doesnt Come All at OnceReally Have to Work at it

Continuous Process
Keep working at itNever
Perfect

NCSS C3 Inquiry Model

(Your Work)

Messy:
No Clear One
Right Answer-Confusing
Hard Work (Frustrating)

Have to Fail Well:

Doesnt Come All at OnceReally Have to Work at it

Continuous Process
Keep working at itNever
Perfect

Teaching:
Messy:
No Clear One
Right Answer-Confusing
Hard Work (Frustrating)

Have to Fail Well:

Doesnt Come All at OnceReally Have to Work at it

Continuous Process
Keep working at itNever
Perfect

Evaluation:
Assessment: Their particular
interpretation of historytake a
Stand on the question. Demonstrate
historical literacy.
Taking Informed Action: Taking learning to
the real world. The learning should not
happen when the lesson ends.

Heres the Great News: Hope Floats

It is malleable and it can be taught
Experiments with Designed Programs
Have Demonstrated Increases in Hope
McDermott and Snyder (2000) worked with culturally diverse students in grades one to six, presenting the
students with high hope stories and asking the students to identify goals and relate stories to their own life
experiences. The pre and post test results indicated increases in students levels of hopeful thinking.
Making Hope Happen for Kids (Edwards and Lopez, 2000) was a five session program developed to
increase hope in fourth graders. This program involved active learning approaches in which students
acted out scenes of hope, created hope cartoons, played a hope game and reacted to hope stories.
Again results on pre and post tests indicated significant increases in hope levels in the children
involved in the program
Pedrotti , Lopez and Krieshok (2000) developed a version of this same program for seventh graders
based on the Making Hope Happen program.

Lets go the website...

Detailed Lesson Plans on Each Woman
Activist
Background YouTube Videos on Grit and
Mindset
Differentiated DBQ for
Each Woman
Inquiry Based Approach
NCSS Toolkit C3 Approach
CLASS WEBSITE

Elizabeth Cady Stanton

&
Growth Mindset
Nicole Stevens

Essential Question
How was Elizabeth Cady Stantons growth mindset
responsible for her success and for the success of the
women's rights movement?

Lesson Segment Overview

Day One- Context

Framing the Mind:

A Day in the Life
Simulation
Filling the Filing Cabinet:
Introduce Elizabeth Cady
Stanton
Literacy Activity:
Read & Retell using About
Elizabeth Cady Stanton,
handout
Application of
Knowledge & Evidence:
Graphic Organizer
Independent
Assessment:
Exit Slip

Day Two- Evidence

Analyze song
Defying Gravity
Class discussion
Introduce Document
Declaration of
Sentiments
Think Like a
Historian:
- Translate Document
Independent
Assessment:
- Exit Slip

Day Three- Bring History Alive

Analyze Video:
The Progression of
Women's Rights in
America
Class Discussion:
How has the Womens
Rights Movement
influenced women today?
History Alive: Act It Out
Independent
Assessment:
Essay answering the
essential question

Day 1
A day in the life
What if you were denied your everyday rights?
What would you do?
How would you react?
What was the Womans Rights Movement?
- A time in which women fought for equal rights
- Examples
- The right to vote
- The right to own property

Elizabeth Cady Stanton

Literacy Strategy: Listen and Retell
Who was Elizabeth Cady Stanton?
Why is she an important part of
womens history?
What is she known for?
What challenges did she have to overcome?
Have you ever had to overcome a challenge?

Graphic Organizer

What is Growth Mindset?

What is Growth Mindset?
How did Elizabeth Cady Stanton show
growth mindset?
Have you experienced a time where
you had growth mindset?

Directions: Using what you learned about growth mindset, let me know
something you would like to achieve. Using icons please tell me something you
liked and something you didnt like about this lesson.
ourthbook Exit Slip
Status Update:___________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________

_____________________

HW: Go to the class website and watch the video titled,

Defying Gravity.
Listen to the song and answer the HW questions.
CLASS WEBSITE

Day 2-Song Analysis

Review song
What do you think the artist meant
when she said, Im through accepting
limits cause someone says theyre so?
How would you connect this song to growth mindset?
(use the lyrics as evidence)
How do the lyrics from the song relate to Elizabeth Cady
Stanton?

Declaration of Sentiments

What was the Declaration of Sentiments?

The first major conference on womens issues
July 19th & 20th, 1848 people gathered in Seneca Falls, NY to discuss Womens Rights.
Elizabeth Cady Stanton helped write
the Declaration of Sentiments in hopes of putting an end to
womens suffrage.
Based on the American Declaration of Independence, the
Sentiments demanded equality with men before the law, in
education and employment
Presented at the Seneca Falls convention, where it was signed
by 68 women and 32 men.
It helped shape the future of womens rights.

Think Like a Historian!!

You have been given an excerpt (selection) from the Declaration of Sentiments.
As a group, carefully read the excerpt and translate it using your own words.

Excerpt # 1
We hold these truths to be self-evident:
(obvious) that all men and women are
created equal; that they are endowed
(capable) by their Creator with certain
inalienable (undeniable) rights; that
among these are life, liberty, and the
pursuit of happiness;

Translation
USE YOUR
OWN WORDS!

Exit Ticket!
Complete the Exit Ticket by filling in the search results with the answers.

Homework- Flipped Instruction

Go to the class website and watch the video titled, How has
the Womens Rights Movement influenced women today?
Answer the questions that go along with it.
CLASS WEBSITE

Day 3
Review Video: The Progression of Womens rights in America
1. What is this video about?
2. In what year did women finally gain the right to vote?
3. What are some roles women took on after gaining rights?
4. What are some hardships that women still face today?
5. How do you feel the role of the women has changed since the 1800s?
6. How has the Womens Rights Movement influenced women today?

History Alive: Act It Out

Now that you have all learned about womens rights, you are going to put what
you learned into action!
Each group will act out a different stage from the Womens Rights Movement.
Group 1:
Women before the movement (no rights)
Group 2:
Women during the movement (standing up for themselves)
Group 3:
Women after the movement (Independent and leadership roles)

Independent Practice Opinion Essay

CULMINATING ACTIVITY:
Position Statement:
How was Elizabeth Cady Stantons growth mindset responsible
for her success and for the success of the women's rights
movement?
Support Your Position:
Use at least 3 accurate historical facts
Make sure to use correct spelling, punctuation and grammar.

OPINION ESSAY RUBRIC

CATEGORY

4-Exceeds Standard

3-Meets Standard

2-Almost at Standard

1-Below Standard

Introductory paragraph

The introduction is inviting, states the main

topic and previews the structure of the
paper. Includes all necessary elements of
an introductory paragraph.

The introduction clearly states the

main topic and previews the structure
of the paper, but is not particularly
inviting to the reader. Includes all
necessary elements of an
introductory paragraph.

The introduction states the main topic, but

does not adequately preview the structure of
the paper nor is it particularly inviting to the
reader. Does not include all the necessary
elements of an introductory paragraph.

There is no clear introduction of the

main topic or structure of the paper.
Does not include all the necessary
elements of an introductory paragraph.

Body paragraphs organization

Details are placed in a logical order and the

way they are presented effectively keeps
the interest of the reader. Supportive
sentences clarify and explain the topic
sentence

Details are placed in a logical order,

but the way in which they are
presented/introduced sometimes
makes the writing less interesting.
Supportive sentences clarify and
explain the topic sentence

Some details are not in a logical or expected

order, and this distracts the reader. Supportive
sentences do not always clarify and explain
the topic sentence

Many details are not in a logical or

expected order. There is little sense
that the writing is organized.
Supportive sentences do not clarify
and explain the topic sentence

Focus on Topic (Content)

There is one clear, well-focused topic. Main

idea stands out and is supported by detailed
information.

Main idea is clear but the supporting

information is general.

Main idea is somewhat clear but there is a

need for more supporting information.

The main idea is not clear. There is a

seemingly random collection of
information.

Conclusion (Organization)

The conclusion is strong and leaves the

reader with a feeling that they understand
what the writer is "getting at." Includes all
the necessary elements of a closing
paragraph

The conclusion is recognizable and

ties up almost all the loose ends.
Includes all the necessary elements
of a closing paragraph

The conclusion is recognizable, but does not

tie up several loose ends. Does not include all
the necessary elements of a closing
paragraph

There is no clear conclusion, the paper

just ends. Does not include all the
necessary elements of a closing
paragraph

Grammar & Spelling

(Conventions)

Consistently follows rules for spelling and

correct use of grammar. Uses complete
sentences and consistently indicate
paragraphs.

Generally follows rules for spelling

and correct use of grammar. Uses
complete sentences generally and
indicates paragraphs often.

Mostly does not follow rules of spelling and

correct use of grammar. Mostly exhibits errors
in sentence structure that impede
communication. Generally does not indicate
paragraphs

Does not follow rules for spelling and

correct use of grammar. Uses
sentence structure that makes it quite
difficult to understand. Does not use
paragraphing.

Sojourner Truth

The Fight for Rights &

Freedom

HOPE
&
GRIT

"I am glad to see

that men are
getting their rights,
but I want women
to get theirs, and
while the water is
stirring I will step
into the pool"
-Sojourner Truth

Essential Question:
Did the grit of Sojourner Truth help women to achieve equality in their struggle to obtain equal
rights?

Lesson Segment Overview

Day 1:
Storytelling Q&A
Literacy History
What is grit and who
is Sojourner Truth
Exit Slip: Pail Activity
HW: Video Clip of
Song Glory

Day 2:
Go over the answers to
their questions on
Glory
Document Analysis- FBI
Mystery Investigation
Exit Slip
HW Flipped Instruction:
Watch Video of Kerri
Washington, Aint I a
Woman & answer
questions

Day 3:
Flipped Instruction Homework
Review: Kerri Washington
Reciting: Aint I a Woman
& Questions
History Alive Activity: Create a
Statue
Exit Ticket: Text Message to
Sojourner Truth
HW: Opinion Essay

DAY 1 - Framing the Mind

My Story
1) Did you believe that boys and girls are equal when it comes to playing
sports? school work?
2) Have you ever been treated differently because you are girl or a boy?
3) Have you ever persevered (teach) because you wanted something so bad
that you were willing to overcome anything in your way?.

Listen and Retell Activity

1)Work in groups of 2
2)Take index card and fold in half
3)Paragraphs will be read twice
-First time- JUST LISTEN
-Second time- Write down five words that struck you in the story
4)Retell your story to your partner
5)Partner will guess the words you choose

WHAT IS GRIT?

GRIT- having passion and working hard (perseverance) for long term goals.
**THINK**- Life is a marathon, not a sprint!
If the first woman God ever made was strong enough to turn
the world upside down all alone, these women together ought to
be able to turn it back and get it right-side up again.
- Sojourner Truth (1851)
Ain't I a Woman?

Did Sojourner Truth have grit?

EXIT SLIP - The PAIL of Grit

HW TIME!!! GET READY

Watch the video of Glory,
by Common and John Legend
and be prepared to discuss in
class!

Literal:

What is this song about?

Day 2- Song Analysis

Who sings this song?

Inferential:

What do you think of the

line: When it go down/We
woman and man up?

Metacognitive:

When you listen to this

song, how does it make you feel
about your own struggles?

Do you think that Sojourner

Truths grit affected the grit of those

Glory
Common, John Legend

Dear Students,
The FBI is entrusting YOU with
documents! Work with your PARTNER
to analyze the texts and use your expert knowledge in history, hope and grit
to figure out WHAT the documents are and WHO the speaker is in each
one. We need your help FINDING OUT INFORMATION ABOUT THESE
INDIVIDUALS.
Please send back your written answers to us in the provided envelope and
TEAR UP THIS PAPER IMMEDIATELY!
P.S. Remember THINK LIKE HISTORIANS!!!

 What kind of document is this?

Who is the audience?
What was the status of women at the time?
What might opponents of the speakers beliefs do to him/her?
What role did the speakers passion play in these documents?
What do they mean by:
he says women cant have as much rights as men, cause Christ
wasnt a woman! Where did your Christ come from Where did your
Christ come from?
Do the two documents support the same
position of womens rights? Provide evidence.
Based on your opinion as an FBI detective, what role
does grit play in these documents?

s
i
s
y
l
a
n
A
t
n
e
m
u
c
Do

T
I
EX
P
I
SL

HOMEWORK:
Watch Kerri Washington Recite Sojourner Truths Famous Speech,
Aint I a Woman & answer questions

Review of HW Questions
1. What is going to put the white
men into a fix?
2. What does Sojourner Truth say
about men helping her into
carriages?
3. What are two things that
Sojourner Truth says she can do the
equal of any man?
4. When people argue that Christ
was a man and Woman can't get
equal rights, what was Sojourner
Truth argument against it?

Directions:

Day 3: Act-It-Out Assignment

1.The students will be placed

in groups representing
different perspectives.

LETS PLAY CHARADES &

GUESS WHAT EACH
GROUPS STATUE
REPRESENTS!

2. They will be given written

descriptions of their group
which they will use along
with their prior knowledge to
create a statue involving
every member of the group.

GROUP 2:

3. They will be able to use

whatever props are available
to them for their statue.

GROUP 1:
1851 Ain't I A Woman

4. They will not be able to

talk unless touched by the
teacher. If they are touched,
they will speak in a way that
represents the person they
depict, but they will not give
away the big idea of the
statue.

Sojourner Truth believes

that a woman is the equal of
a man. A woman can do
as much work as many can.
Shel can plow as much,
chop as much, carry as
much. She is just as smart
and why are men afraid to
give us our rights? and men
of being selfish and keeping
their rights for themselves.

5. When the statue agrees

the class has it, the
simulation is over.

The National Association Opposed

to Women's Suffrage: Why we
Oppose Votes for Women

It is our fathers brothers

and husbands who
represent us and love us;
our husbands are a choice
and our sons are what we
make them. We are content
and they represent US in the
corn fields, on the
battlefields, and in the ballot
box. We represent them in
the school room, at the
fireside, and at the cradle.
We protest against the idea
of womens suffrage.

HELPFUL
TIPS:
-Use the props
provided
-HAVE FUN

Let's

Brin

g Hi
story

ALIV
E

GROUP 3:
Grit of Sojourner Truth

Sojourner Truth was a slave

and overcame slavery to
become a free woman.
Although there was great
prejudice against freed
slaves, she not only fought for
justice for freed black people
she was also an advocate for
womens rights. She
escaped from slavery with her
infant daughter in 1826. She
spoke at a womens rights

HISTORY
ALIVE:

Historical
Accuracy

Contains three accurate

facts from the reading.

Contains one to two accurate

facts from the reading.

Contains no accurate
facts from the
reading.

The actors work together to

display the statue and its
meaning. Students use the
provided props. All
students involved.

The actors work together to

make the statue. All students
involved but some only
minimally. Only some students
use props.

The actors are not in

a cohesive statue.
Not all students are a
part of the
presentation. There
are no props used.

The performance is
especially creative and
captures the imagination of
the audience and brings to
life the concept in a unique
way.

The performance is creative

and entertains the class but
does not bring to life the
concept.

The performance
lacks creativity and
the actors lack
passion.

Or
Actors dramatically and
creatively use props and
display accurate statue.

Or
Actors use props or and/or
display accurate statue.

Or
Actors do not use
props and/or display
a statue.

(6 points)

CREATE
A
STATUE
RUBRIC

Performance
Quality

(2 points)

Creativity and
Passion for the
Performance

( 2 points)

(2 points)

t
e
k
c
i
T
Exit

CREATE A TEXT MESSAGE CONVERSATION WITH

SOJOURNER TRUTH:

DIRECTIONS:
1. Visit the website
http://iphonesmsgenerator.co
m/
2. Create a dialogue between
yourself and Sojourner Truth.
What would you want to say to
her if you could really text
her?
3. Make sure to mention one of
her major accomplishments or
the grit she embodied.
4. Share the conversation on our
class Emdodo website using
the hashtag #Sojournertruth

t
n
e
d
n
e
p
Inde
e
c
i
t
Prac
y
a
s
s
E
n
o
i
Opin

HW:

CULMINATING ACTIVITY:
Position Statement:

he
t
o
t
r
Refe
ric
b
u
r
d
e
attach plete
m
for co
t s!
n
e
m
e
requir

Did the grit of Sojourner Truth help women to

achieve equality in their struggle to obtain equal
rights?
Support Your Position:
Use at least 3 accurate historical facts.
*Grammar, spelling, punctuation, & capitalization.

HOMEWORK- INDEPENDENT PRACTICE: OPINION ESSAY

Got another minute..

(Guido Sarducci)
I got another website...

..A Good Teacher is...

Were the American Revolution and the
Industrial Revolution the ProductS of Hope,
Grit and a Growth Mindset
Lessons, Background YouTube Videos, and
DBQs

nyc2015conference.weebly.com
CLASS WEBSITE

WHAT YOU DO WITH ALL THIS?

WHEN
I FAILED
YOU
WILL
MAKE YOUR
WELL
OWN GRAVY

Essential Question

Did the Declaration of Independence

create hope in the American colonies?
(Did the Declaration give colonies show the way to
separate from England and create the will to
separate?)

ESSENTIAL QUESTION

Did Valley Forge Demonstrate the

Grit of the American Colonies?

ESSENTIAL QUESTION:
Were

these New York State

entrepreneurs and inventors possessed
with a fixed or a growth mindset?

Thank you or your kind and gracious attention

Ksheehan1@molloy.edu
Summer Course: Changing the Conversations
Week Before July 4th
Monday-Thursday 8am -3pm
$900 3 Graduate CreditsINSERVICE ALSO

UNLOCKING CHILDRENS STRENGTHS:

GROWING A GROWTH MINDSET WITH CHILDRENS LITERATURE

By Dr. Kevin Sheehan and
The Best Teachers that I Know

Due out in 2016:

Rowman and Littlefield

BUT IN THE
MEANTIME

FALL FORWARD
Failure should be our teacher,
not our undertaker.
It is delay,
not defeat.
It is a temporary detour,
not a dead-end street.