Grade Level: 8
Time: 40-45 minutes 

Standards: 

8.His.10.a. Analyze whose perspectives are represented or missing in historical sources. 

8.His.4.a. Examine how visual representations shape ideas about communities and identity. 

8.Civ.10.b. Explore how representation and storytelling influence public understanding. 

Learning Objective: 

Students will use Visual Thinking Strategies (VTS) to closely examine John Warner Barber’s engravings of Connecticut towns. Through observation and discussion, students will consider what Barber chose to show, what may be missing, and how images shape public understanding of communities. 

Teacher Background: 

Decades before photography became prevalent, a Connecticut artist captured the images and evidence of rural landscapes and small-town life in Connecticut. John Warner Barber chronicled 19th-century Connecticut history through his historical writing and hundreds of engravings—many of which still exist today.

Click here for more information on John Warner Barber.

Materials: 

• Barber engravings (1 printed copy per group or projected for whole class)
• Student observation worksheet
• Pencil or pen
  

Introduction (5 minutes)

1. Teacher Prompt:

“Today we are going to slow down and closely observe historical images created almost 200 years ago by John Warner Barber. Instead of starting with background information, we are first going to practice looking carefully, noticing details, and building interpretations from what we see.”

2. Briefly explain: 

• Barber traveled across Connecticut creating engravings of towns and public spaces. 
• His images helped shape how people understood Connecticut in the 1800s.

Main Activity: VTS Discussion (25-30 minutes)

1. Display one Barber engraving. Students observe silently for 1 minute before discussion begins.
2. Ask core VTS questions:
   1. “What’s going on in this image?”
      • Students share observations and interpretations.
      • Teacher response:
        • paraphrase student comments
        • remain neutral
        • point back to evidence in the image
   2. “What do you see that makes you say that?”
      • Students explain the evidence behind their observations.
      • Encourage:
        • specific details
        • visual evidence
        • multiple interpretations
   3. “What more can we find?”
      • Students continue identifying:
        • people
        • buildings
        • activities
        • mood or atmosphere
        • missing details
3. After the VTS discussion, guide students into historical interpretation:
   • “What story does this image tell about the town?”
   • “What kinds of people or activities appear most important?”
   • “Who or what might be missing?”
   • “Why might Barber have chosen to show the town this way?”
   • “Does this image feel more realistic or more carefully controlled?”
4. In pairs or small groups, students complete a short reflection: 
   • “What detail stood out to you most in the engraving?”
   • “What do you think Barber wanted viewers to notice?”
   • “What questions do you still have about the image or the town?”
   • “What parts of everyday life might not appear in this engraving?” 

Opportunities for Assessment

1. Share-Out (5 minutes): Groups share one observation or question from their discussion. 
2. Closing Reflection Question: “How can images influence the way people remember places, communities, or history?”
3. Optional Extension:
   • Students compare Barber’s engraving to: 
     • a modern photo of their town or school
     • a tourism image
     • a social media post
     • a posed versus candid image
   • Students discuss:
     • similarities in presentation
     • what is emphasized
     • what is left out
     • how visual choices shape understanding

Images and Worksheets

Salisbury War Foundry Engraving (JPG)

Student Observation Worksheet (PDF)