History · Year 2 · The Great Fire of London · Autumn Term

Fighting the Flames: 17th Century Methods

Exploring the primitive methods used to stop the fire, from leather buckets to fire hooks and gunpowder.

• National Curriculum Attainment Targets
• KS1: History - Events beyond living memory
• KS1: History - Cause and consequence

About This Topic

In 1666, the Great Fire of London challenged people with primitive fire-fighting methods. Firefighters passed leather buckets of water hand-to-hand from the River Thames, used long fire hooks to tear down buildings and create firebreaks, and tried gunpowder blasts to stop the flames. Year 2 students explore these tools to answer key questions: what people used, why the fire spread despite efforts, and how modern methods differ. This reveals cause and consequence, like narrow streets, wooden houses, and no fire engines making control difficult.

This topic fits KS1 History standards on events beyond living memory. Children compare 17th-century chaos with today's fire brigades, hoses, and pumps, building awareness of historical change. They connect fire's rapid spread to flammable materials and strong winds, fostering skills in sequencing events and evaluating evidence from sources like diaries.

Active learning benefits this topic because students handle replica tools and role-play scenarios. These experiences make the physical challenges vivid, such as slow bucket chains or unstable firebreaks. Children grasp why methods failed through trial and collaboration, creating lasting understanding over rote facts.

Key Questions

1. What did people in 1666 use to try to put out the fire?
2. Why was it so hard to stop the Great Fire from spreading?
3. How is fighting a fire today different from how people fought fires in 1666?

Learning Objectives

• Compare the effectiveness of 17th-century fire-fighting tools like leather buckets and fire hooks against the spread of the Great Fire of London.
• Explain why the methods used in 1666 were insufficient to control the Great Fire, considering factors like building materials and wind.
• Identify key differences between fire-fighting techniques in 1666 and modern fire-fighting practices.
• Analyze primary source descriptions or images to infer the challenges faced by people fighting the Great Fire.

Before You Start

Materials in Our Homes

Why: Students need a basic understanding of common building materials like wood and thatch to comprehend why they burned so easily.

People Who Help Us

Why: Familiarity with community helpers, including firefighters, provides a foundation for comparing historical and modern roles.

Key Vocabulary

Firehook	A long pole with a hook on the end, used to pull down buildings or create gaps in them to stop the fire from spreading.
Firebreak	A gap created by removing buildings or other flammable materials to prevent a fire from spreading to new areas.
Bucket Chain	A method where people stand in a line and pass buckets of water from one person to the next to move water quickly over a distance.
Gunpowder	An explosive substance that was sometimes used in an attempt to demolish buildings and create firebreaks, though it was often ineffective and dangerous.

Watch Out for These Misconceptions

Common Misconception

People in 1666 had fire engines like today.

What to Teach Instead

No pumps or engines existed; water came only from buckets via human chains. Role-playing relays shows the slowness and low volume, helping students visualize limitations through physical effort and peer talk.

Common Misconception

Fire hooks spread the fire by knocking embers around.

What to Teach Instead

Hooks created firebreaks by demolishing buildings ahead of flames. Building block models lets students test this, seeing gaps halt 'fire' spread and correcting ideas via direct experimentation.

Common Misconception

Gunpowder always made fires worse.

What to Teach Instead

It aimed to blast firebreaks, though often failed. Safe demos with reactions clarify controlled use, as students observe and discuss outcomes in groups.

Active Learning Ideas

Role-Play: Bucket Chain Relay

Divide class into lines to mimic passing leather buckets from a 'river' (basin) to a 'fire' (marked area). Use plastic cups with water or balled socks; time each relay and discuss spills or delays. Groups reflect on why water barely reached the fire.

30 min·Small Groups

Hands-On: Fire Hook Firebreaks

Provide wooden blocks as houses and sticks as fire hooks. Students build rows of structures, then hook some down to form gaps before 'spreading fire' (red tissue waves). Note how gaps slow the fire and link to real 1666 tactics.

25 min·Pairs

Sorting: Past vs Present Tools

Prepare cards with images of buckets, hooks, gunpowder, and modern gear like hoses. In pairs, sort into '1666' or 'Today' piles, then justify choices. Whole class shares one difference per pair.

20 min·Pairs

Demo: Gunpowder Simulations

Use baking soda and vinegar in film canisters to show controlled blasts safely. Students predict if it creates a 'firebreak' gap, observe pops, and compare to blowing up buildings. Discuss risks in 1666.

35 min·Whole Class

Real-World Connections

• Firefighters today use specialized equipment like powerful water pumps, extendable ladders, and heat-resistant protective gear to combat fires in urban environments, a stark contrast to 1666.
• Historical preservation societies in London work to protect buildings that survived the Great Fire, such as parts of the Tower of London, and educate the public about the event's impact on city planning and architecture.
• The London Fire Brigade, established in 1865, evolved from the ad hoc methods used during the Great Fire, demonstrating a significant historical development in public safety services.

Assessment Ideas

Quick Check

Show students images of different fire-fighting tools from 1666 (e.g., leather bucket, firehook) and modern tools (e.g., fire hose, fire engine). Ask students to sort them into two groups: 'Used in 1666' and 'Used Today', explaining their choices for at least two items from each group.

Discussion Prompt

Pose the question: 'Imagine you are a child living in London in 1666. What would be the hardest part about helping to fight the Great Fire?' Encourage students to share their ideas, referencing the methods and challenges discussed in class.

Exit Ticket

Give each student a slip of paper. Ask them to write down one reason why the Great Fire spread so easily in 1666 and one way fire fighting is different today.

Frequently Asked Questions

What methods did people use to fight the Great Fire of London?

People used leather buckets passed in chains from the Thames, fire hooks to pull down buildings for firebreaks, and gunpowder to blast gaps. These were slow and ineffective against wind and wood. Students compare via timelines, noting no organized brigade existed until later.

Why was it hard to stop the Great Fire spreading in 1666?

Narrow streets, wooden buildings, strong winds, and low water supply hindered efforts. Bucket chains delivered little water, hooks were imprecise, and gunpowder misfired. Exploring causes builds consequence skills; sources like Pepys' diary add evidence.

How is fighting fires today different from 1666?

Modern brigades use engines, hoses, foam, and hydrants for fast water. Protective gear and training prevent spread. Sorting activities highlight progress, helping children value invention and organization changes.

How can active learning help teach 17th century fire fighting?

Role-plays of bucket relays and fire hook models make physical struggles real, far beyond pictures. Children experience delays and teamwork needs, debating why methods failed. This kinesthetic approach suits Year 2, boosting retention and cause-consequence grasp over lectures.