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

Samuel Pepys: A Witness's Diary

Using primary sources from Samuel Pepys' diary to understand the personal experience of living through the fire.

• National Curriculum Attainment Targets
• KS1: History - Events beyond living memory
• KS1: History - Historical interpretations

About This Topic

Samuel Pepys' diary provides Year 2 students with a personal window into the Great Fire of London in 1666. Children read simplified excerpts where Pepys describes burying his cheese, watching flames from the Thames, and hearing the city's panic. They answer key questions: who was this naval official and diarist, what did he record during the fire, and why do eyewitness accounts matter. This builds knowledge of significant events beyond living memory.

Aligned with KS1 History standards, the topic teaches using primary sources and understanding historical interpretations. Students recognise that Pepys' words offer one perspective, sparking discussions on how diaries differ from official reports or modern news. It fosters empathy for ordinary people in crisis and introduces source evaluation in an age-appropriate way.

Active learning suits this topic perfectly. When children handle replica diary pages, role-play Pepys' actions, or sequence events from his entries on a class timeline, history feels immediate and personal. These methods deepen comprehension, encourage collaboration, and make abstract past events relatable and memorable.

Key Questions

1. Who was Samuel Pepys and how do we know what he saw during the fire?
2. What did Samuel Pepys write about in his diary during the Great Fire?
3. Why is it helpful to read what a real person wrote about a historical event?

Learning Objectives

• Identify key events Samuel Pepys recorded in his diary during the Great Fire of London.
• Explain why Samuel Pepys' diary is considered a primary source for understanding the Great Fire.
• Compare the personal perspective in Pepys' diary with potential official accounts of the fire.
• Analyze how Pepys' descriptions convey the emotional impact of the fire on Londoners.

Before You Start

Significant Events Beyond Living Memory

Why: Students need a foundational understanding of historical events that occurred before their own lifetimes to contextualize the Great Fire of London.

Introduction to Primary and Secondary Sources

Why: Understanding the difference between firsthand accounts (primary) and later interpretations (secondary) is crucial for analyzing Pepys' diary.

Key Vocabulary

Diary	A personal record of daily events and thoughts, kept by an individual. Samuel Pepys kept a detailed diary for many years.
Primary Source	An original document or object created at the time of an event. Pepys' diary is a primary source for the Great Fire of London.
Eyewitness Account	A report of an event given by someone who saw it happen. Pepys' diary entries are eyewitness accounts of the fire.
Historical Interpretation	The way historians explain or understand past events, often based on evidence from sources. Different interpretations can arise from different sources, like Pepys' diary.

Watch Out for These Misconceptions

Common Misconception

Diaries from the past are just stories, not real.

What to Teach Instead

Pepys wrote daily facts and feelings as they happened. Handling replica pages and decoding old-style writing in pairs builds trust in primary sources. Role-play reinforces that real people recorded truths.

Common Misconception

The fire was over in one day for everyone.

What to Teach Instead

Pepys' multi-day entries show it lasted longer. Sequencing quotes on timelines during whole-class activities clarifies duration and spread. Peer discussions connect personal experiences to the bigger event.

Active Learning Ideas

Stations Rotation: Diary Excerpt Stations

Prepare four stations with simplified Pepys excerpts: sights from the river, burying possessions, sounds of panic, and helping neighbours. Groups read, draw key details, and note emotions at each. Rotate every 10 minutes and share one finding per station.

45 min·Small Groups

Pairs: Role-Play Diary Readings

Pair students to read excerpts aloud, with one as Pepys expressing feelings and the other as a listener asking questions. Switch roles after each entry. Conclude with pairs sharing most surprising detail.

25 min·Pairs

Whole Class: Build a Fire Timeline

Project Pepys' dated entries. Class adds quotes and drawings to a large timeline. Discuss sequence and Pepys' changing mood over days.

35 min·Whole Class

Individual: My Witness Diary

Students write and illustrate one diary entry imagining they are Pepys on a fire day, using class glossary of his words. Share in circle time.

30 min·Individual

Real-World Connections

• Journalists and reporters today act as eyewitnesses, documenting events like natural disasters or significant news stories for the public. Their written or recorded accounts serve a similar purpose to Pepys' diary, offering a direct perspective.
• Archivists at institutions like The National Archives carefully preserve historical documents, including personal letters and diaries, allowing future generations to study events like the Great Fire of London through the eyes of those who lived through them.

Assessment Ideas

Quick Check

Provide students with three short statements about the Great Fire: one from Pepys' diary, one a factual statement from a textbook, and one a made-up statement. Ask students to identify which is from Pepys' diary and explain why they think so, focusing on personal details or emotions.

Discussion Prompt

Pose the question: 'Why is it important for historians to read diaries like Samuel Pepys'?' Encourage students to share their ideas, guiding them to discuss how diaries offer personal feelings and experiences that official records might miss.

Exit Ticket

On a slip of paper, ask students to write down one thing Samuel Pepys saw or did during the Great Fire, based on his diary. Then, ask them to write one sentence explaining why reading his words helps us understand the event.

Frequently Asked Questions

Who was Samuel Pepys and why study his diary?

Samuel Pepys was a 17th-century naval administrator who kept a detailed daily diary from 1660 to 1669. His Great Fire entries capture personal terror, like flames lighting the sky and saving parrots from his home. For Year 2, it humanises history, showing real emotions during a national event and teaching primary source value over 60 words.

How to introduce Pepys' diary to Year 2 children?

Start with a short video clip of dramatised excerpts, then share printed simplified quotes with pictures. Use props like a fake cheese wheel for his burying story. Follow with questions on what surprised Pepys. This scaffolds access to old language and builds excitement for eyewitness history in 65 words.

How can active learning help students understand Pepys' diary?

Active methods like station rotations with tactile replicas let children touch history, while role-playing entries builds empathy for Pepys' fear. Timeline building sequences his observations, revealing fire progression. These hands-on tasks make dense text engaging, improve recall through movement and talk, and help young learners connect personal stories to events in 70 words.

Why use primary sources like diaries in KS1 History?

Primary sources like Pepys' diary offer authentic voices from the time, developing skills in historical interpretation. Children learn events feel real through one person's eyes, compare biases, and question reliability. In Year 2, it sparks curiosity about the past and prepares for deeper source work later, all via relatable narratives in 62 words.