| Objectives | Students will be able to: (1) define a hero; (2) name the seven national heroes; (3) identify qualities of a hero. |
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| Materials | Seven hero portraits, chart paper, word cards (brave, honest, leader, etc.). |
| Key vocabulary | hero, heroine, brave, leader, sacrifice, nation |
| Engage (starter) | (10 min) Ask: “What is a hero? Do you have a hero? Our country has special heroes.” Brainstorm hero qualities. |
| Develop (main) | (35 min) 1. Display all seven portraits. Name them chorally. 2. Discuss qualities: they fought for freedom, justice, rights. 3. In groups, match quality words to hero pictures. 4. Draw a “What is a hero?” poster with words and pictures. 5. Share posters. Write a definition: “A hero is someone who ____.” |
| Plenary (close) | (10 min) Hero qualities chant: “Brave! Strong! Fought for rights!” |
| Assessment | Poster includes at least three hero qualities; definition makes sense. |
| Teacher notes | Build foundation for deeper study. |
| Objectives | Students will be able to: (1) tell Nanny’s story; (2) explain what Maroons were; (3) create a Nanny fact card. |
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| Materials | Nanny portrait, map showing Maroon settlements, fact card template. |
| Key vocabulary | Maroon, freedom, guerrilla, Nanny Town, escape |
| Engage (starter) | (10 min) Show Nanny’s picture. “Who remembers Nanny? She led people who escaped slavery. They were called Maroons.” |
| Develop (main) | (35 min) 1. Tell Nanny’s story: escaped slavery, led Maroons in Blue Mountains, used clever tactics, built Nanny Town. 2. Locate Blue Mountains on map. 3. Discuss why she is a heroine (only female hero). 4. Create a Nanny fact card: name, birth, actions, why a hero. 5. Share with a partner. |
| Plenary (close) | (10 min) Read fact cards aloud; display. |
| Assessment | Fact card includes at least three accurate facts. |
| Teacher notes | Connect to geography (Blue Mountains). |
| Objectives | Students will be able to: (1) tell Marcus Garvey’s story; (2) explain his message; (3) design a poster with his quote. |
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| Materials | Garvey portrait, quote poster, poster paper, markers. |
| Key vocabulary | UNIA, pride, self-reliance, Black Star Line, Africa |
| Engage (starter) | (10 min) Show Garvey’s picture. “He had a dream that black people everywhere would be proud and independent.” |
| Develop (main) | (35 min) 1. Biography: born St. Ann, formed UNIA, Black Star Line, message of self-reliance. 2. Analyze his famous quote: “Up, you mighty race, you can accomplish what you will.” 3. Discuss what self-reliance means today. 4. Design a poster with the quote and African/Jamaican motifs. 5. Present posters. |
| Plenary (close) | (10 min) Class recites the quote together. |
| Assessment | Poster includes quote and thoughtful design; child can explain message. |
| Teacher notes | Emphasize empowerment. |
| Objectives | Students will be able to: (1) tell Sam Sharpe’s story; (2) explain the Christmas Rebellion; (3) write a diary entry from a slave’s perspective. |
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| Materials | Sharpe portrait, timeline, diary template. |
| Key vocabulary | rebellion, strike, deacon, protest, Christmas Rebellion |
| Engage (starter) | (10 min) Show a picture of a sugar plantation. “Life was very hard. One man, Sam Sharpe, decided to do something about it.” |
| Develop (main) | (35 min) 1. Story: Sam Sharpe was a deacon, believed slavery was wrong, organized a peaceful strike over Christmas 1831, which turned into a rebellion. He was hanged. 2. Discuss: was it right to protest? 3. Write a short diary entry as a slave hearing about Sharpe’s plan. 4. Share entries. 5. Discuss his legacy: helped end slavery. |
| Plenary (close) | (10 min) Reflection: “How would you feel if you were Sam Sharpe?” |
| Assessment | Diary entry shows understanding of the situation and emotions. |
| Teacher notes | Handle sensitively; emphasize courage. |
| Objectives | Students will be able to: (1) tell Bogle and Gordon’s story; (2) explain the Morant Bay Rebellion; (3) compare with Sharpe’s rebellion. |
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| Materials | Portraits, Venn diagram, fact sheets. |
| Key vocabulary | Morant Bay, injustice, march, martyr, trial |
| Engage (starter) | (10 min) Show pictures of Bogle and Gordon. “These two men also fought for justice. Their story is linked.” |
| Develop (main) | (35 min) 1. Paul Bogle: deacon in St. Thomas, led a march to the Morant Bay courthouse protesting poverty and injustice. Violence broke out. 2. Gordon: politician who supported the cause, was arrested and executed. 3. Fill in a Venn diagram comparing Sharpe and Bogle/Gordon. 4. Draw Bogle with a Bible and machete (symbol). 5. Discuss martyrdom – dying for a cause. |
| Plenary (close) | (10 min) Share diagrams; place on timeline. |
| Assessment | Diagram includes similarities and differences; drawing symbolic. |
| Teacher notes | Link to human rights. |