London in 1666: A City of Wood
Investigating the urban landscape of London before the fire, focusing on building materials and density.
Key Questions
- Analyze how the construction of houses in 1666 contributed to the rapid spread of fire.
- Compare the layout of 17th-century London streets with modern city planning.
- Explain why fire was such a constant danger in cities like London during this period.
National Curriculum Attainment Targets
About This Topic
The Great Fire of London is a cornerstone of the KS1 curriculum, and this topic focuses on the 'spark' at Pudding Lane. Students investigate the environmental and structural factors that turned a small bakery fire into a city-wide catastrophe. This includes the timber-framed houses, the narrow streets, and the unusually dry summer of 1666.
By looking at the cause and effect of the fire's spread, students practice historical enquiry skills. They learn to ask 'why' and 'how' rather than just 'what.' This topic particularly benefits from hands-on, student-centered approaches where children can physically model the layout of 17th-century London to see why the fire moved so fast.
Active Learning Ideas
Inquiry Circle: Why did it spread?
Groups are given 'building materials' (cardboard for wood, straw, and stone). They must arrange them to show how 1666 houses were built close together and discuss which materials burn fastest.
Simulation Game: The Wind and the Spark
Using a large floor map of London, students use a 'wind' (a blue ribbon) to show which way the fire moved from Pudding Lane, placing 'fire' markers on the map to see the path of destruction.
Think-Pair-Share: Thomas Farriner's Mistake
Students think about what the baker might have forgotten to do before bed. They share their ideas with a partner and then suggest one thing he could have done to stop the fire early.
Watch Out for These Misconceptions
Common MisconceptionThe fire was started on purpose.
What to Teach Instead
Most evidence shows it was an accident in a bakery. Investigating the 'evidence' (like Farriner's testimony) helps students understand that accidents can have big consequences.
Common MisconceptionThe whole of England was on fire.
What to Teach Instead
It was only the City of London. Using a map of the UK alongside a map of London helps students understand the scale and location of the event.
Suggested Methodologies
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Frequently Asked Questions
How did the Great Fire of London start?
Why were the houses so flammable in 1666?
What are the best hands-on strategies for teaching the Great Fire?
Did anyone die in the Great Fire?
Planning templates for History
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
rubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
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