LOCAL HEROES
Overview
This lesson uses images from “Local Heroes” to help students identify heroes and people who impact
their community. Through the mural, students will discover heroes they admire, and will learn more
about important local and global figures such as Nelson Mandela, Connie Cincotta of Glenwood
Masonry, Bishop Eric Daniel Garnes, Rosa Parks, and Jackie Robinson.
Created in collaboration with New York City Council Member Jumaane Williams and PS/IS 109, The
mural was researched, designed, and fabricated by a team of Groundswell youth artists in Brooklyn,
New York.
Using the lesson outlined below, students will strengthen visual literacy skills while reflecting on the
impact of leadership locally, nationally, and internationally.
Project Page:
http://groundswell.nyc/project/local-heroes
Grade Level:
5-8
Suggested Time
(1-2) 50 minute sessions
Resources
Allbray, Neda. Flatbush: The Heart Of Brooklyn. November 2004.
Archer, Jules. They Had a Dream: The Civil Rights Struggle from Frederick Douglass to Marcus
Garvey to Martin Luther King and Malcolm X. January 1996.
Hamill, Denis. “BUILDING ON THE BOARDS A pair of construction professionals cement their
love of theater.” 21 July 2002. http://www.nydailynews.com/building-boards-pair-constructionprofessionals-cement-love-theater-article-1.508504
Gonnerman, Jennifer. “114 Minutes With Jumaane Williams.” 12 May 2013.
http://nymag.com/news/intelligencer/encounter/jumaane-williams-2013-5/
Weissman, Jane and Janet Braun-Reinitz. On The Wall: Four Decades of Community Murals in
New York City. February 2009.
The Lesson
Ice Breaker
As a go-around question, have the participants answer: “Who is your hero?” The choice of hero can
be someone alive now or a historical figure.
Introductory Activity
Look at the image of the completed mural with the students. Using the below questions, lead a short
guided discussion of the image content.
Guiding Questions:
1. What’s going on in this image?
2. What do you see that makes you say that?
3. What more can we find?
4. Do you recognize anyone in the mural? Figures include:
a. Local hero Connie Cincotta of Glenwood Masonry, who has showed an extensive
philanthropic interest and involvement with her neighborhood
b. Local hero Bishop Eric Daniel Garnes, influential pastor of Tabernacle of Praise
Cathedral in Brooklyn
c. National hero Rosa Parks, civil rights activist who refused to give up her seat during
segregation
d. International hero Marcus Garvey, Jamaican political leader who promoted PanAfricanism
e. National hero Jackie Robinson, baseball player who was the first African American
to play in the major leagues
f. National hero Malcolm X, civil rights activist and Muslim minister
g. Local hero New York City Council Member Jumaane D. Williams,
h. International hero Nelson Mandela, South African anti-apartheid revolutionary,
politician, and philanthropist
i. Local hero New York Assembly Member Helene Weinstein
5. What questions do you have?
Hands-On Activity
A railroad motif connects all the different panels, although only one pair of heroes is depicted in a
traditional train car. The others – inspired by the contributions made by the paired heroes – included
playful takes on transportation, like a locomotive steam engine, house on wheels, hot air balloon,
house on wheels, bus, vintage car, and a carousel horse. The students will create a drawing inspired by
this symbolism.
Each person will be given a blank piece of paper. Invite each student to choose a personal hero and
their favorite mode of transportation, real or fantasy. Like in the mural, the youth will draw
themselves with their hero riding their “train car.” As with the mural, the “train car” can take
whatever shape they imagine. Ask them to include symbols of why the hero is important to them, and
symbols about that represent why the hero is important to their community.
Next, put up all drawings on wall. Have students look at them and choose one they are interested in.
Have students share what they see in the symbols, and then have the student who created it share why
they chose their hero and what the symbols mean to them.
Guiding Questions
1. What does this symbol represent? What kind of information is it giving to you?
2. How does your hero inspire you?
3. Do you see any similarities in your heroes? Any differences?
4. What were some successes in creating this symbol? What were some of your challenges?
After the guided discussion, the class will understand how personal heroes inspire them, and will have
together begun the process of building a shared visual vocabulary to understand and address
leadership.
Look at the mural again. This time, ask students to notice the visual symbols used by the youth.
Culminating Activity
(Note: This research and writing project can be assigned as homework or a Day 2 classroom
assignment).
The central images in the mural are local heroes paired with national and international figures of
importance. Figures include: Connie Cincotta of Glenwood Masonry, Bishop Eric Daniel Garnes,
Rosa Parks, Marcus Garvey, Jackie Robinson, Malcolm X, Council Member Jumaane D. Williams,
Nelson Mandela, and Assembly Member Helene Weinstein
Based on the learning inspired by the mural, and using the sources provided above, invite students to
write a reflection which explores the meaning behind the depiction of these figures. Use one of the
guiding questions below to guide their writing.
Guiding Questions
1. Choose one of the heroes represented in the mural. Complete research about that individual
and write a short essay about their impact.
2. Write a response about heroes in your community. Complete research on a national or
international hero if you cannot think of someone.
(Note: You may choose to direct students to use the web links above to locate primary sources. You
may also want to assign one source to a pair of students so that student teams or pairs can report back
and share their findings with the class. It may be helpful to extend this activity to multiple days to
allow students to complete their research and summaries. If possible, make multiple copies of student
summaries to share).
National Arts Content Standards
3) Choose and evaluate a range of subject matter, symbols, and ideas.
4) Understand the visual arts in relation to history and culture.
5) Reflect upon and assess the characteristics and merits of their work and the work of others.
New York State Learning Standards in the Arts
1) Create and participate in the arts.
3) Respond to and analyze works of art.
4) Understand the cultural contributions of the arts.