How do we know the fire happened in the first place? - Teacher notes

When embarking on the topic of the Great Fire of London, it is essential for children to have a grasp of the geographical context of the event. Teachers are advised to ensure that pupils can locate London on a UK map, a skill typically covered in Year 1 geography. Reinforcing knowledge of the United Kingdom's constituent countries and surrounding seas is also recommended, along with identifying key cities and the children's own localities. An understanding of historical chronology is fostered through the creation of a timeline, placing the Great Fire in a temporal context and helping students appreciate its occurrence in history.

The lesson then delves into the historical discipline itself, questioning how we know about the Great Fire and examining the evidence that confirms its occurrence. One significant source of information is the diary of Samuel Pepys, which provides a detailed eyewitness account. Teachers are encouraged to prompt critical thinking by discussing the reliability of this singular source and exploring other evidence that corroborates the event. To aid in this investigation, a specific internet resource from BBC Bitesize is recommended for viewing. Through this, children are prompted to reflect on the trustworthiness of historical information and to consider the origins and credibility of the knowledge they encounter. This critical examination leads to a broader discussion about the lessons learned from the Great Fire of London and the processes through which we validate historical events.