| Objectives | Students will be able to: (1) tell who Nanny was; (2) explain her role in fighting for freedom; (3) create a portrait with a key fact. |
|---|---|
| Materials | Nanny portrait, map of Maroon communities, drawing paper, captions. |
| Key vocabulary | Nanny, Maroon, freedom, leader, bravery |
| Engage (starter) | (10 min) Show Nanny’s picture. “Who remembers this hero? What did she do?” |
| Develop (main) | (35 min) 1. Tell Nanny’s story: led Maroons in Blue Mountains, used guerrilla warfare, never gave up. 2. Discuss why she is a heroine (only female hero). 3. Draw Nanny and write a fact underneath: “Nanny is a hero because she ____.” 4. Share with class. 5. Discuss courage – what can we be brave about? |
| Plenary (close) | (10 min) Hero chant: “Nanny, Nanny, brave and free, fought for our liberty!” |
| Assessment | Drawing and fact accurate. |
| Teacher notes | Introduce map of where Maroons settled. |
| Objectives | Students will be able to: (1) state who Marcus Garvey was; (2) explain his message of black pride and self-reliance; (3) design a poster with his famous quote. |
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| Materials | Garvey portrait, quote poster: “Up, you mighty race, you can accomplish what you will.”, poster paper. |
| Key vocabulary | Marcus Garvey, pride, self-reliance, UNIA, black |
| Engage (starter) | (10 min) Show Garvey’s picture. “He had a very important message for black people: be proud of who you are.” |
| Develop (main) | (35 min) 1. Brief biography: born in St. Ann, started UNIA, wanted black people to unite and be self-sufficient. 2. Discuss his famous quote – what does it mean? 3. Children make a poster: draw Garvey (or trace) and write the quote. Decorate with African colours. 4. Share what they can be proud of about themselves. 5. Discuss how his message still matters. |
| Plenary (close) | (10 min) Poster gallery; recite quote together. |
| Assessment | Poster includes quote; child can explain Garvey’s message in own words. |
| Teacher notes | Keep it positive; focus on empowerment. |
| Objectives | Students will be able to: (1) tell who Sam Sharpe and Paul Bogle were; (2) explain that they fought for justice; (3) compare the two heroes. |
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| Materials | Portraits of Sharpe and Bogle, Venn diagram template, fact cards. |
| Key vocabulary | Sam Sharpe, Paul Bogle, justice, rebellion, protest |
| Engage (starter) | (10 min) Show both pictures. “These two men also fought for our freedom. One led a strike, one led a march.” |
| Develop (main) | (35 min) 1. Tell Sam Sharpe’s story: Christmas Rebellion (1831), a deacon who organised a peaceful strike that turned. 2. Paul Bogle: Morant Bay Rebellion (1865), marched for justice for the poor. 3. Fill in a Venn diagram: similarities (both fought injustice, both died for cause) and differences. 4. Draw a picture of one and write a sentence: “____ fought for ____.” 5. Discuss: What is the right way to protest? (peaceful). |
| Plenary (close) | (10 min) Share diagrams; place heroes on class timeline. |
| Assessment | Venn diagram includes at least 2 similarities; sentence correct. |
| Teacher notes | Emphasise their motivation: love for their people. |
| Objectives | Students will be able to: (1) name George William Gordon, Norman Manley, Alexander Bustamante; (2) say one thing each did; (3) complete a “Hero Card” for one. |
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| Materials | Hero fact cards, index cards, markers. |
| Key vocabulary | martyr, Premier, union, independence |
| Engage (starter) | (10 min) “We have three more heroes. One was a martyr with Bogle, two were fathers of Independence.” Show portraits. |
| Develop (main) | (35 min) 1. Gordon: politician who supported Bogle, executed after Morant Bay. 2. Manley and Bustamante: cousins who led Jamaica to Independence, started trade unions, first Premiers. 3. Each child chooses one hero, makes a “Hero Card”: picture, name, one fact. 4. Trade cards and learn about another hero. 5. Class timeline: place all seven heroes in order. |
| Plenary (close) | (10 min) Quiz: teacher gives a clue, children call the hero. |
| Assessment | Hero card accurate; can name all seven heroes. |
| Teacher notes | National Heroes Day is in October; prepare for celebration. |
| Objectives | Students will be able to: (1) explain why we celebrate Heroes Day; (2) create a Heroes Day poster; (3) perform a short tribute. |
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| Materials | Poster board, markers, flag decorations, tape. |
| Key vocabulary | Heroes Day, honour, tribute, respect |
| Engage (starter) | (10 min) Ask: “When is Heroes Day? What do we do on that day?” (wreath-laying, ceremony). |
| Develop (main) | (35 min) 1. Discuss the significance: honour those who sacrificed for our freedom. 2. In groups, make a poster honouring one hero. 3. Plan a short tribute: a poem or song about heroes. 4. Practise the tribute. 5. Perform for the class (or another class). |
| Plenary (close) | (10 min) Wreath-laying ceremony (paper wreath) at a class “Heroes Corner”. |
| Assessment | Poster and tribute show respect and accurate information. |
| Teacher notes | Connect to school celebrations if Heroes Day is close. |