Creating a Digital Timeline: The Great Fire of London

What do we know about timelines?

1. Introduce the concept: Begin by asking pupils what a 'timeline' is and where they might have seen one before (e.g., in history books, online).
2. Quick brainstorm: On the whiteboard, jot down a few key events from a familiar story or a pupil's typical day (e.g., 'woke up', 'had breakfast', 'came to school'). Ask pupils to help put them in the correct order.
3. Introduce the topic: Briefly mention that today, we'll be using timelines to explore a very important historical event: The Great Fire of London. Ask if anyone knows anything about it. (Keep this brief, as the main activity will cover the details).

Building a Digital Timeline of the Great Fire of London

1. Recap/Introduce the Great Fire: Briefly recap the Great Fire of London, perhaps showing a short, age-appropriate video clip (e.g., from BBC Bitesize) or a few key images to set the scene. Emphasise that it happened in 1666.
2. Introduce Digital Timeline Tools: Explain that we will be using a digital tool (e.g., Google Slides, PowerPoint, or a dedicated timeline creator like 'TimeToast' or 'Sutori' if available and familiar) to create our timelines. Demonstrate the basic features: adding a slide/event, typing text, adding an image.
3. Provide Key Event Cards: Distribute pre-prepared 'event cards' (either printed or displayed on the board) that list key events of the Great Fire of London. These should be jumbled up and include:
   • 'Sunday 2nd September: Fire starts in Pudding Lane bakery.'
   • 'Sunday 2nd September: Fire spreads rapidly due to strong winds and wooden houses.'
   • 'Monday 3rd September: St Paul's Cathedral begins to burn.'
   • 'Tuesday 4th September: Fire reaches its peak, destroys Guildhall.'
   • 'Wednesday 5th September: Wind drops, fire slows down, firebreaks created.'
   • 'Thursday 6th September: Fire finally extinguished.'
   • 'Aftermath: Rebuilding of London begins, Monument built.'
4. Task Explanation: Pupils will work individually or in pairs to create their digital timeline. Their task is to:
   • Order the event cards correctly.
   • For each event, create a new 'event point' or 'slide' on their chosen digital tool.
   • Write a short, clear description of the event.
   • Find and insert a relevant image for each event (from a pre-approved bank of images or by searching under supervision).
   • Ensure the timeline flows logically and is easy to understand.
5. Guided Work: Circulate around the classroom, offering support with sequencing, using the digital tools, and finding appropriate images. Encourage pupils to use clear, concise language.

Share and Reflect

1. Showcase: Invite a few pupils to share their digital timelines with the class, either by projecting them or by walking around to view them on screens.
2. Discussion Points: Ask questions such as:
   • 'What was the most challenging part of creating your timeline?'
   • 'What new fact did you learn about the Great Fire of London today?'
   • 'How did using a digital tool help you understand the sequence of events?'
   • 'Why is it important to put events in the correct order on a timeline?'
3. Consolidate Learning: Briefly summarise the main events of the Great Fire, reinforcing the chronological order and the impact of the fire on London.

How to check understanding

Observe pupils during the main activity for their ability to sequence events and use the digital tools. Review their completed digital timelines against the learning objective.

• Computers/laptops/tablets with internet access.
• Digital presentation software (e.g., Google Slides, PowerPoint) or online timeline creator (e.g., TimeToast, Sutori).
• Pre-prepared 'event cards' for the Great Fire of London (printed or displayed).
• Access to a curated bank of age-appropriate images related to the Great Fire of London (or supervised image search).
• Whiteboard or projector.
• Optional: Short video clip about the Great Fire of London (e.g., BBC Bitesize).