Maroons in North America
Lesson 1
Risky Freedom: North American Maroons
The lesson opens with an anticipatory hook that has students brainstorm how they would use spaces within the school to successfully skip a class. The lesson then introduces students to the concept of marronage and the spaces maroons used to sustain their freedom within the slaveholding South. Students will analyze six maps of the antebellum South illustrating the region’s geography and enslaved population to determine possible locations of escape. Students will then read an article that introduces the concept of maroon and key terms. The lesson concludes with a teacher-led discussion comparing escape to the North and within the South.
Learning Objectives
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define maroon (scope, conditions, time, distance, rural, urban)
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identify and describe different options enslaved people utilized to escape
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Background
Maroons and their actions provide an excellent example of how fugitive slaves utilized their surroundings – either in rural plantations or urban cityscapes – to stretch their freedom. Rather than focusing on the most observable aspects of flight to northern states or Canada, maroons offer us an alternative perspective of what escape actually looked like for those who had different circumstances preventing them from escape in free states. With this lens, escape can be seen as a perpetual process that is always precarious, impermanent, and underground.
Marronage represents itself in many different forms. Some formed grand maroon communities which were nestled in the hinterlands from the plantation – like in the woods, mountains, or swamps. Some ran away temporarily for weeks or months at a time as they sought shelter in the borderlands, neighboring plantations, or nearby woods. Others sought to seek opportunities in the city to hide in plain sight, either by lodging with free African Americans or working odd jobs to scrape by.
Although escape took many different forms, maroons navigated similar systems of exchange and communication with others to sustain freedom. Maroon communities in the Great Dismal Swamp spanning the border of North Carolina and Virginia, for example, traded resources and communicated with others outside to survive. Borderland maroons collaborated with enslaved allies who either helped them hide, provided them with food, or communicated intelligence to extend their freedom. Maroons in the city took advantage of complicit employers seeking undocumented work to keep labor cheap. Overall, it is important to understand how various landscapes allowed maroons to simultaneously cross the lines between slavery and freedom through relationships, “networks, and exchange.”
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Key Vocabulary
Lesson Toolbox
Summary of Activities
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Students define “marronage” based on their analysis of their own concept of skipping class. They examine six maps detailing the antebellum southern landscape and enslaved populations to determine sights of escape for maroons. Students discuss how marronage is different than escapes to the North.
Duration
Preparation Time
15 minutes
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Instructional Time
85 minutes or two class periods
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Advanced Preparation
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Gather and prepare a map of your school.
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Gather and prepare Lesson 1 Map Analysis Questions.
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Gather and prepare Maroon Student Reading Guide defining marronage and its forms
Prerequisite Knowledge
Students should know about:
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the geographic, economic, and cultural characteristics of the Antebellum South
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the origins and characteristics of slavery and its impact in the South
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the evolution of the abolitionist movement (Underground Railroad, newspaper publications, slave narratives)
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experiences of enslaved people in the Antebellum South
Materials Needed
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pens or pencils
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digital projector or screen
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Procedures
Vocabulary Development
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Use the Key Unit Vocabulary to introduce new words to students as you see appropriate. This can be introduced at the beginning of the unit or throughout the unit as historical context is presented.
Step 1
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Project your school map, pointing out the main common areas, restrooms, hallways, etc. Ask students to brainstorm ways to succeed in skipping a class. What locations would be the best to hide? Even though you want to go home, why wouldn’t you? What are some strategies you would use to skip the whole class? In what ways could you “hide in plain sight?” Would there be anybody to help you?
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Next, encourage students to share their thoughts with the class. Write student answers on the board or circle locations that they mentioned. Ask students to explain their thinking: Why this location instead of that location ? Why would you this do instead of that ?
Step 2
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Project a map of the Distribution of the Slave Population in USA 1860 (from Lesson 1 Map Analysis Questions). Ask students to relate their answers to options available for runaway slaves. What locations would be the best to hide? Why would the North not be the best place for escape, especially for those in the Deep South? How would they hide in plain sight? Who would help them? Write student answers on the board, guiding student responses to determine distance from the North a factor in escape and specific places in the South to hide in plain sight.
Step 3
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Explain to students that many runaway slaves were actually maroons, those who sought freedom within the South. Next, explain that they will examine several maps to determine possible sights of escape. Distribute a copy of Lesson 1 Map Analysis Questions. Have students work individually, or in pairs, to examine the maps and complete the question sheet.
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Monitor student progress. Take note of the students who have mastered the questions. When all students have finished, call on those students to share their answers and explain their thinking. Ask students how escape in the South was different than the North.
Step 4
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Explain to students that marronage represented in many different forms and the following reading will introduce some key terms to better understand this concept. Distribute a copy of Maroon Student Reading Guide. Tell students to silently read the article (or read it to them).
Step 5 (Closure)
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Ask students the following questions (this can be done individually as an exit ticket or discussed as a whole class):
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How would you define maroon?
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Why was the South better suited for escape compared to the North?
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What options did maroons use to escape within the South?
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How does this change your thinking of what escape looked like during slavery?
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Notes
1. Sylviane Diouf, Slavery’s Exiles: The Story of the American Maroons (New York: New York University Press, 2014), 9.