Begin by asking students to complete “I know, I think, I wonder” statements in response to the following questions,

• What do you know about the ways enslaved people resisted enslavement?
• What do you think you know about the ways enslaved people resisted? 
• What do you wonder about the history of enslaved people’s resistance?

Have students “turn and talk,” sharing their statements with a classmate before you ask for volunteers to share their statements. Capture students’ thinking on the board or screen at the front of the class, briefly discussing as you go.

Next, have students work with a partner to read the description, written by James Barbot, Jr. in 1732, of an uprising that took place on a slave ship in 1700. As students read, have them return to their “I know, I think, I wonder” statements, adding more “I know” statements based on the primary source and determining whether the source helps turn an “I think” statement into an “I know” statement, or if the source helps address an “I wonder” statement. 
After students have read and discussed the account of an enslaved rebellion on a ship, have them post their new “I know” statements at various points around the classroom and then engage in a silent Gallery Walk, reading the “I know” statements of their classmates and thinking about how each pair processed and understood this description of an enslaved rebellion at sea. Finally, debrief with students, having them discuss the patterns that they noticed as they read the “I know” statements of their peers.