Great Fire Exploration

Objectives

By the end of this 90-minute lesson, Year 2 students will:

• Understand the significance of the Great Fire of Gateshead and Newcastle in 1854.
• Compare and contrast the appearance and features of the quayside from 1854 with its modern-day layout.
• Begin to develop historical enquiry skills by analysing maps, photos, and paintings to infer changes over time.

National Curriculum Connection (KS1 History)

Programme of Study: Develop awareness of the past, using common words and phrases relating to the passing of time. Compare aspects of life in different periods, and use sources to identify similarities and differences between ways of life in different time periods.

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Materials Needed

1. Printed aerial maps of the Newcastle and Gateshead quayside (one from 1854, one modern-day).
2. Laminated pictures of key landmarks/buildings from both eras (e.g. St. Mary's Church, Swing Bridge).
3. Writing/dry-erase boards for group work.
4. Timeline display with 1854 and the present marked.
5. Worksheet for final activity (see details below).
6. Toy binoculars (optional, for immersive engagement).
7. Access to a class screen for showing images (and reading out parts of a recreated "1840s visitor's guide").

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Lesson Structure (90 minutes)

1. Engage and Hook (15 minutes)

Activity: Setting the Scene through Drama

• Begin by dimming the lights slightly and playing the sound of crackling fire and the River Tyne. Invite students to "time travel" back to 1854. Pretend to be a Victorian tour guide who has brought the class to the quayside. Use old-fashioned language and props (a top hat, map roll), describing the busy docks, smoke from factories, sailing boats, and warehouses bustling with coal.
• Pass around an object such as a piece of coal – explain how important coal was to daily life and how it was transported through the quayside.
• Ask: How does this sound or look similar to what they've seen of the quayside today?

Encourage answers to build interest before transitioning.

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2. Input and Investigation (30 minutes)

Instructions

1. Small Group Map Analysis (15 minutes)

   • Divide students into groups of 4-5.
   • Provide each group with an 1854 aerial map and a 2023 aerial map of the quayside along with laminated pictures of key landmarks/buildings for both periods.
   • Task: “Spot the differences - What has been added, taken away, or changed?”.
   • Examples to guide discovery:
     • 1854 map shows large industrial warehouses by the water; 2023 map shows restaurants, bridges, and modern buildings.
     • No iconic Tyne Bridge in 1854.
     • The change from coal and shipbuilding to a cultural and residential area.

2. Group Sharing and Discussion (10 minutes)

   • Ask each group to share three differences they found and their observations about how the quayside was used in 1854 versus today. Write answers on the board in two columns: ‘1854 Quayside’ / ‘Modern Quayside’.

Key Points to Summarise for Them:

• The quayside in 1854 was a hub for heavy industry (coal shipping, warehouses), and life would have been noisy, bustling, and smoky.
• In contrast, today it is more of a recreational and commercial space, with bridges, art galleries, and bike paths replacing industry.

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3. Main Activity: Creative Map-Making (30 minutes)

Activity: Designing a Historical Superimposition Map

1. Introduction (5 minutes)

   • Explain that the students will create an artistic map that shows what they think it would feel like to stand in one spot and "overlay" 1854 and 2023 sites. One half will show the 1854 scene, and the other will be transformed into the modern-day usage.

2. Guided Work (25 minutes)

   • Provide each child with a worksheet that features a blank template of the river quayside and prominent landmarks like the Swing Bridge, church, and riverside.
   • On one side of the blank river scene, ask students to draw and colour what they imagine the quayside looked like in 1854 using clues from maps and pictures. Encourage them to focus on smoky chimneys, wooden ships, brick warehouses, and cobblestone streets.
   • On the other side, they should draw today's quayside buildings, like the BALTIC Centre for Contemporary Art, cars instead of horses, and modern bridges.

Differentiation:

• Children who need extra support can use printed cut-outs of Victorian quayside features/buildings to stick on instead of drawing.
• Early finishers can add annotations to their map, explaining the role of each feature.

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4. Plenary: Reflect and Predict (10 minutes)

Activity: Roundtable Historical Reflection

• Gather students in a circle and display a large print of a Victorian quayside painting and a modern photo.
• Ask reflective questions:
  • “Which quayside would you rather live beside, and why?”
  • “How do you think the Great Fire affected the appearance of the quayside in 1854?”
  • “What do you think the quayside might look like in another 100 years?”

Month-by-month historical prediction ideas are shared, reinforcing the concept of change over time. Write interesting guesses on the whiteboard.

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Homework/Extension Activity

• Ask students to share what they’ve learned with their family and encourage them to visit the quayside (or explore photos of it online). Bring back one new fact or observation about the quayside for the next lesson.

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Assessment

• Evaluate students’ discussions and their completed maps for understanding of differences and similarities between eras.
• Pay attention to their ability to infer changes in use and lifestyle from the sources provided.