Resistance against slavery in Suriname took many forms: marronage (mass flight into the forest), armed uprising, arson, deliberate slow work, holding on to one's own religion and language. In this lesson you analyse three historical cases and assess their political and symbolic impact.
For each case use the four W's: Who, What, Why, When — and then the How (method) and Effect (consequence).
Exercises with model answers
1. CASE 1 — Boni Wars (1768–1793). Read Boni's biography at /en/personen/boni. Answer the four W's + How + Effect.
Who: Boni, Baron, Joli-Coeur. What: armed resistance from the forest. Why: freedom. When: 1768–1793. How: guerrilla, palisades. Effect: forced the colony into peace treaties with other Maroons.
2. CASE 2 — Fire of Paramaribo (1832). Read the biography of Kodjo, Mentor and Present. Assess: was their act terrorism or resistance? Substantiate your answer.
Open task. Discuss the difference between "resistance" (targeted at an unjust system) and "terrorism" (random violence). Which definition do you use?
3. CASE 3 — Anton de Kom (1932). Read his biography. How does his form of resistance differ from the first two cases?
No violence but resistance through writing (book, advocacy, organising). Non-violent yet seen as equally threatening by the colony — banished without trial.
4. Statement: "Marronage was more successful than uprisings on the plantation itself." Argue for and against, using at least two primary sources from /en/roots.
Open essay. Expected: Maroons built lasting communities (Saramaka, Ndyuka); uprisings were almost always brutally crushed.
⭐ Follow-up activity
Project: choose one plantation in the Roots Search where violence or escape is documented. Write a 1500-word essay critically assessing the sources (who wrote them, for what purpose?) and offering your own interpretation.
Discussion prompts
What does freedom mean to you personally — and what did it mean in 1863?
Which words do we use today ("slave" vs "enslaved person") and why does word choice matter?
Do you know a monument or commemoration in your country related to this history?
Which family names in your class/community might come from Suriname?
Differentiation
Faster pupils: have them compare 2 plantations instead of 1.
Pupils who need more support: pair work, or pre-select the plantation for them.
Pupils with personal ties to Suriname: invite them to share — but never require it.
Sensitive content — handle with care
This lesson touches on slavery, racism and dehumanisation. Use the term "enslaved person" rather than "slave". Acknowledge that some pupils may have personal/family ties to this history. Invite, never require, them to share. Allow space for emotion and have a follow-up plan if pupils need to talk afterwards.