Samuel Pepys: A Witness's Diary
Using primary sources from Samuel Pepys' diary to understand the personal experience of living through the fire.
Key Questions
- Analyze how Samuel Pepys' diary provides a unique perspective on the Great Fire.
- Evaluate the reliability of a diary as a historical source.
- Explain what Pepys' actions, like burying his cheese, reveal about people's priorities during the disaster.
National Curriculum Attainment Targets
About This Topic
This topic examines the desperate and often dangerous methods used to combat the Great Fire. Without a modern fire brigade, Londoners had to rely on leather buckets, hand-pumped 'engines,' and the drastic measure of blowing up houses to create firebreaks. This highlights the concept of 'cause and consequence' in the National Curriculum.
Students explore how the lack of technology forced people to be creative and collaborative. They also learn about the role of the King and his brother in leading the firefighting efforts. Students grasp this concept faster through structured simulation where they have to 'solve' the problem of a spreading fire using limited tools.
Active Learning Ideas
Simulation Game: The Bucket Brigade
Students stand in a long line and pass 'water' (blue beanbags) from a 'river' to a 'fire.' They realize how slow this is and why it wasn't enough to stop the Great Fire.
Inquiry Circle: Fire Hooks and Firebreaks
Using a model of a street, students discuss where they would 'pull down' a house to stop the fire from jumping to the next one. They must agree on a plan to save the rest of the street.
Think-Pair-Share: Why no fire engines?
Students look at a picture of a 1666 'fire engine' (a small pump on wheels). They think about why it wouldn't work as well as a modern one and share their thoughts with a partner.
Watch Out for These Misconceptions
Common MisconceptionThey had fire engines like we do today.
What to Teach Instead
Their 'engines' were tiny hand-pumps that often broke. Comparing a toy modern fire engine to a picture of a 1666 pump helps students see the massive difference in technology.
Common MisconceptionThe fire just went out by itself.
What to Teach Instead
It was stopped by the wind dying down and people creating firebreaks. A simulation showing a 'gap' in houses helps students understand how the fire finally ran out of 'fuel'.
Suggested Methodologies
Ready to teach this topic?
Generate a complete, classroom-ready active learning mission in seconds.
Frequently Asked Questions
How did they put out the Great Fire of London?
Who was in charge of fighting the fire?
What are the best hands-on strategies for teaching 17th-century firefighting?
Why didn't they just use water from the Thames?
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.
More in The Great Fire of London
London in 1666: A City of Wood
Investigating the urban landscape of London before the fire, focusing on building materials and density.
3 methodologies
Pudding Lane: The Spark and Spread
Investigating the origins of the fire in Thomas Farriner's bakery and the initial factors that caused it to spread.
3 methodologies
Fighting the Flames: 17th Century Methods
Exploring the primitive methods used to stop the fire, from leather buckets to fire hooks and gunpowder.
3 methodologies
The Aftermath: A City in Ruins
Examining the immediate consequences of the fire, including homelessness and the destruction of landmarks.
3 methodologies
Christopher Wren and Rebuilding London
Learning how the city was redesigned with wider streets and stone buildings under the guidance of Sir Christopher Wren.
3 methodologies