Maroons in North America
Lesson 2
"Paradise of Serpents and Poisonous Vegetation" :
Freedom in the Great Dismal Swamp
Students will better understand how marronage represented Black resistance in that they removed themselves from slavery through their own efforts, without white involvement. The lesson requires students to examine one such instance of maroon networks and communities within the Great Dismal Swamp by identifying the environmental and social factors that enabled maroons to successfully survive as free people within the slaveholding South.
​
The lesson opens with an anticipatory hook that has students examining several runaway ads mentioning the Great Dismal Swamp as the destination for escape. Students will brainstorm reasons why the swamp attracted so many runaways while examining a map of the region. Students will then analyze several primary sources to determine why enslaved individuals sought refuge in the swamp. Students will use this information to visualize what escape meant for different groups of maroons on a sketch map of the Great Dismal Swamp.
Learning Objectives
-
analyze and interpret primary sources to evaluate the conditions of escape in rural environments
-
provide specific examples of how enslaved individuals exploited their surroundings and environment to permanently escape within the South
-
provide specific examples of how historical actors facilitated escape for enslaved people in the South

Background
The Great Dismal Swamp, located on the border between Virginia and North Carolina, covered about two thousand square miles during its antebellum era. However, extensive canal draining efforts in the twentieth century reduced its size significantly. The swamp was named after its "dismal" characteristics, which included hot and humid temperatures, dense vegetation, dangerous animals, and insects, making it an unsuitable location for human settlement. Despite this, thousands of maroons found refuge in this impenetrable and dangerous landscape.
​
The borderlands of the swamp were filled with industrial activity that provided many opportunities for maroons to escape. Maroons took advantage of the massive transportation projects that cleared tens of thousands of acres of swampland for major road, canal, and railroad projects. These extensive projects required a considerable amount of manpower, attracting a steady flow of local, free, and enslaved African Americans and white workers. Maroons likely worked alongside this interracial workforce as they cut down trees, prepared wood for shipment, and built major roads and waterways. While there is no direct evidence of maroon activity in the swamp, other traces of their existence can be found in archeological digs, firsthand accounts, and their glaring absence in employment books.
​
Deep inside the swamp, maroon communities thrived in isolation for generations. These communities grew crops, gathered food, hunted, raised animals, and traded with others in the borderlands to survive. For the most part, they avoided almost all contact with the outside world by relying on available resources nearby and even recycling existing tools. These communities exemplify maroon resilience to slavery, as they accepted the risks and recognized the difficult work involved in preserving their freedom.
hiring out
the process of leasing a slave from its owner to contractors
self-sustaining
being able to support oneself without outside help
undocumented labor
work that is performed illegally and therefore is not documented
Key Vocabulary
Lesson Toolbox
Summary of Activities
​
After analyzing runaway ads mentioning the Great Dismal Swamp and maps of the region, students read primary sources about escape in the swamp. Students will fill out a graphic organizer that highlights the potential opportunities available for four enslaved people reviewed from the runaway ads and primary source documents.
Duration
Preparation Time
15 minutes
​
Instructional Time
55 minutes
​
​
Advanced Preparation
-
Gather and prepare three runaway ads mentioning the Great Dismal Swamp for printing or display on the projector.
-
Gather and prepare a map of the Great Dismal Swamp for printing or display on the projector.
-
Gather and prepare Lesson 2 Primary Source Documents and Questions.
-
Gather and prepare Dismal Swamp Graphic Organizer.
Prerequisite Knowledge
Students should know about:
​
-
plantation geography
-
reasons and process of slave hiring
-
geography and economy of the Chesapeake
​
​​
Materials Needed
-
pens or pencils
-
digital projector or screen


Procedures
Vocabulary Development
-
Use the Key Unit Vocabulary to introduce new words to students as you see appropriate.
Step 1
-
Present three runaway ads speculating the destination of escape along with a map of the Great Dismal Swamp. Students will brainstorm possible reasons why the location attracted runaways. Guide student conversation into thinking of the region as unattractive for settlement (humid, hot, dangerous animals, insects, dangerous animals), but an attractive destination for runaways.



Step 2
-
With the map still on display, explain to students that the Great Dismal Swamp inhabited thousands of maroons along with multiple communities that lasted for generations. Tell students about the different opportunities available to maroons in the swamp. Some maroons worked for logging and transportation industries that harvested timber and cleared land to construct roads, canals, and railroads in the swamp’s borderlands. Deeper within the swamp had maroon communities isolated from the outside world subsisting on their own.
Step 3
-
Distribute Lesson 2 Primary Source Documents and Questions copies of to each student. Have each student read all primary source documents and answer the questions at the end of each source. They are to identify the factors that helped maroons live freely in the swamp.
-
Note: You can decide how you want students to complete this portion of the activity. You can either divide students into groups and have them read and discuss the questions, have them work in pairs or individually, or even chunk the activity by reading/discussing each source to them and allowing some time for students to answer the questions (in groups, pairs, or individually).
-
Allow about 10 minutes for students to complete this work.
Step 4
-
Review student responses to the primary source documents with the class. Project the Great Dismal Swamp Web Organizer and pass out student copies. Have students share the factors that helped maroons live freely in the swamp’s borderlands and hinterlands, charting their responses in the appropriate places. Ask students to copy notes on their paper copy. (Maroons could earn money by working for various companies in the swamp’s borderlands. Hinterland maroons built permanent shelter and had access to food to survive on their own.)
Step 5 (Closure)
-
After class discussion, have students situate the following individuals (Charlie, Aaron, Stephen, a hinterland maroon) on the web organizer worksheet, listing the opportunities these individuals used to survive as free people in the swamp, using specific examples from the runaway ads or primary source documents. This activity can be completed as homework if it is not completed in class.
-
Note: You may need to model this by giving an example. For instance, Charlie’s account provides details that situates him on the outskirts of the swamp since he made shingles for the Company Swamp. However, Charlie may have penetrated deeper in the swamp because he mentioned families who grew up in the swamp who never saw white men.