People fleeing a raging blaze as smoke and fire covers their town
Illustration by Gary Hanna

"This Is the End of Chicago!"

The Great Chicago Fire of 1871

By Lauren Tarshis
From the October/November 2021 Issue

Learning Objective: Students will identify cause-and-effect relationships as they read a narrative nonfiction article about the Great Chicago Fire of 1871. 

Lexile: 600L-700L, 700L-800L
Guided Reading Level: U
DRA Level: 50
Other Key Skills: cause and effect, author’s craft, compare and contrast, text features, summarizing, synthesizing, applying learning, formulating ideas, informational writing
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UP CLOSE: Cause and Effect

As you read, look for why a huge fire started in Chicago in 1871 and what happened to the city and its people as a result.

Thirteen-year-old Bessie Bradwell staggered through Chicago’s burning streets. Flames shot hundreds of feet into the air. Glowing embers and hunks of burning wood rained down.

It was October 8, 1871, and the city of Chicago, Illinois, was on fire. Already, hundreds of buildings had burned to the ground. Thousands of people filled the streets, their screams rising over the fire’s monstrous crackling roar.

Worst of all, Bessie had lost track of her parents and brother. Soon, much of Chicago would be turned to ash. And Bessie was on her own.

Enlargeable black and white photo of a steam train on a railroad

Pump Park Vintage Photography/Alamy Stock Photo

America in Motion

In the late 1860s, railroads connected the United States from east to west for the first time. Ads like the ones at left and below encouraged travel by train.

Hope and Excitement

Just hours earlier, Bessie had gone to sleep in her family’s elegant home near Lake Michigan. About a mile away, in a crowded neighborhood across the Chicago River, Catherine O’Leary, her husband, Patrick, and their five children were also sound asleep.

On the surface, the Bradwell and O’Leary families seemed to live in two separate worlds. Bessie’s father, James, was a judge who had been friends with President Abraham Lincoln. Her mother, Myra, had founded a successful newspaper.

Unlike Bessie’s parents, the O’Learys did not have famous friends. Neither Catherine nor Patrick could read or write. Like tens of thousands of others in Chicago, they were immigrants from Ireland. They lived in a plain, unpainted house that had just two rooms for the family of seven.

But both the Bradwells and the O’Learys were, in their own ways, successful. Like Bessie’s mother, Catherine O’Leary ran a growing businessa small dairy. Each morning, she milked the four cows she kept in the family’s barn behind the house. She’d then deliver fresh milk to customers. Like the Bradwells, the O’Learys were respected by those who knew them. Both families had high hopes for the future.

As did the city of Chicago itself.

In less than 40 years, Chicago had grown from a mosquito-ridden trading post into a city of 330,000 people.

Powering the city’s growth was a new way of travelingtrains. In the years since Bessie was born, railroads had completely changed life in America. Suddenly, everyoneand everythingseemed to be moving.

Cross-country trips that had taken months by horse and buggy now took just days.

By the late 1860s, thousands of miles of railroad tracks crisscrossed the United States. And in the middle of the action was Chicago. Few cities had grown as fast.

Enlargeable photo of two flyers encouraging the use of the new trains

The Jay T. Last Collection of Graphic Arts and Social History, Huntington Digital Library (Train Ad); De Luan/Alamy Stock Photo (Poster)

Ads showed train travel as fancy, comfortable, and fun.

Oozing Green Slime

But not everyone benefited as Chicago grew. For centuries, the Potawatomi [pah-tuh-WAH-tuh-mee] people and members of other tribes had hunted and fished on the area’s quiet marshes and riverbanks. By the 1830s, like tens of thousands of other Native Americans, the Potawatomi had been forced off their lands by the United States government.

And not all immigrants to Chicago were as successful as the O’Learys. Many wound up working low-paying and often dangerous jobs in the city’s factories and mills.

Nature suffered too as Chicago boomed. The Chicago River was filled with human waste and garbage. Green slime oozed up through the wooden sidewalks on rainy days. And a horrific smell hung over the city. So disgusting was the stench that some people vomited as they stepped off their trains.

But nothing could slow the city’s stunning growth. Nothing, that is, but fire.

Today we are kept safe from most deadly fires. Smoke alarms wake us up moments after a fire starts. Fire trucks can speed through the streets to stop a fire from spreading through a neighborhood.

But as Bessie and the O’Leary kids were growing up, the technology to quickly put out fires did not exist. And fire risks were everywhere. There were the flickering candles that lit up their rooms. There were the scorching fires used to cook their food. There were the hot coals that kept them warm. One fallen candle or stray ember could torch an entire town.

Chicago was, in fact, better prepared for fires than some cities. But the city’s fire department of 190 men was far too small for a city of Chicago’s size. And the city was built almost entirely out of woodhouses, streets, sidewalks, bridges. Wood was cheap. It took far less time and money to build a house with wood than with brick or stone.

Not surprisingly, there were more and more fires as Chicago grew. In 1870, there were 669 firesa record. The summer of 1871 was far hotter and drier than normal. Only about an inch of rain fell between July and September. The city sizzled. Bessie sweated under her long skirts. Mrs. O’Leary’s cows roasted in the barn.

By October, fires were breaking out several times a day. On Saturday, October 7, a monster fire destroyed four city blocks. But nobody in Chicago could imagine that a far bigger disaster was just hours away.

Enlargeable illustration of people passing children and jumping out of a window

INTERFOTO/Alamy Stock Photo

CHICAGO IN CRISIS

This drawing shows people escaping out a window during the Chicago Fire. Small children are wrapped in bedsheets.

The Barn Is Afire!”

Catherine O’Leary had just fallen asleep on Sunday night, October 8. Suddenly, she was jolted awake by her husband’s screams.

Kate! The barn is afire!”

Catherine shot out of bed. She and Patrick hustled their five children to safety across the street. It was too late to save the barn. Patrick and neighbors filled washtubs with water from hydrants and struggled to protect the house.

By the time the fire department arrived, much of the neighborhood was burning. A hot, dry wind pulled sparks and embers into the air. Like burning seeds, they started new fires wherever they landed. Thousands of people were now on the streets. Horses ran wild, dogs howled, rats zigzagged between running feet.

Firefighters held out hope that the fires wouldn’t cross the Chicago River. But by midnight that hope was gone.

Bessie and her family were awakened by the sounds of shouts and the smell of smoke. Right away, they sensed their house was in danger. Quickly, Bessie’s parents made a plan. Bessie would go with her father to his office, to rescue his valuable law books. Then they would meet her mother and brother at a lakeside park.

Enlargeable black and white photo burnt unrecognizable ruins as street cars pass by

The Chicago History Museum/Tribune Publishing

This photo was taken after the fire and shows the city in ruins.

Blackened Bricks

Bessie and her father hurried the few blocks to the office. Meanwhile, fires in different neighborhoods had joined together. The fire was now hundreds of yards wide and growing fast. Its flaming jaws devoured the endless feast of wood. Nothing could stop it.

Bessie and her father made it to the office, but somehow, they were separated. Bessie found herself in the streets, caught in the middle of a panicked crowd. Falling embers set her clothes on fire, and strangers smothered the flames with their bare hands.

At last, Bessie recognized two friends of her parents. They scooped her up and led her to a bridge. What was on the other side? There was no time to thinkand no choice but to cross.

Bessie peered over her shoulder as they hurried across the burning bridge. A man next to her screamed into Bessie’s ear:

This is the end of Chicago!”

And so it seemed. The fire burned through the night and all the next day. By the time it was over, late Monday night, one-third of the city was a ruin of ash, twisted metal, piles of blackened bricks, and dead trees. Three hundred people were dead. Family members searched for missing relativeslike Bessie.

It wasn’t until Tuesday night that Bessie’s parents learned she was safe with their friends. The O’Learys too seemed to have made it through better than many. With help from their neighbors, they had saved their house.

But the O’Learys would soon face another kind of disaster.

Enlargeable black and white of a large crowd at the world fair

Museum of Science and Industry, Chicago/Getty Images (Crowd)

CHICAGO REBUILT

In 1893, Chicago hosted the world’s fair. This was an exciting event with amazing food, carnival-style rides (including a giant Ferris wheel), and the latest in science and technology. Nations around the world participated. 

Blamed for the Fire

In the days after the fire, newspapers printed stories about the fire’s cause. Where it started was never in doubtin the O’Learys’ barn. But reporters began to blame Catherine, printing lies. They claimed that while she was milking her cow, the animal had kicked over a lantern, and that the lantern set fire to hay in the barn. The Chicago Fire, people said, was Catherine O’Leary’s fault.

This was, of course, false. Nobody knows exactly what caused the fire. Given how dried out the city was, the slightest spark could have set the barn on fire. But one fact is clear: Catherine and her family had been asleep when the fire started.

But the vicious lie spread, fueled by hateful prejudice against immigrants at the time. Catherine never recovered from the shame of being unfairly blamed.

As for Chicago, the first years following the fire were filled with grim suffering.

But within the decade, Chicago had been almost completely rebuiltwith laws to make the city safer from fire. Today, Chicago is America’s third-largest city.

Bessie went to law school, got married, and ran her mother’s newspaper. She lived in Chicago her whole life, until she died at the age of 68.

She often shared the story of her escape from the flames. She especially remembered the man who shouted into her ear on that burning bridge, the one who said the fire was the end of Chicago. She’d looked at him and said, “No, no. Chicago will rise again.”

And Bessie was right.

Enlargeable black and white photo of a woman on top of a building looking down at the city below

Chicago History Museum/Getty Images

CHICAGO REBUILT

The 1893 World's Fair in Chicago attracted 27 million visitors. It also showed how far the city had come since the Great Chicago Fire just 22 years before.

Write to Win

Write a newspaper article from shortly after the Chicago Fire, reporting on what happened and why it was so serious. Include imaginary quotes from Bessie and Catherine. Send it toFire Contestby Dec. 1, 2021. Five winners will each receive a $20 gift card to the online Scholastic StoreVisit the Storyworks Contests page for more information.

Text copyright Lauren Tarshis

This article was originally published in the October/November 2021 issue.

video (2)
Video
Behind the Scenes: “This Is the End of Chicago!”

Author Lauren Tarshis sits down with your students and shares the research process behind her fascinating article about the Great Chicago Fire.

Behind the Scenes: “This Is the End of Chicago!”

Author Lauren Tarshis sits down with your students and shares the research process behind her fascinating article about the Great Chicago Fire.

Video
Virtual Field Trip with Lauren Tarshis: The Great Chicago Fire of 1871

Explore how The Great Chicago Fire of 1871 impacts our world

Virtual Field Trip with Lauren Tarshis: The Great Chicago Fire of 1871

Explore how The Great Chicago Fire of 1871 impacts our world

Slideshows (2)
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Vocabulary Slideshow: "This Is the End of Chicago!"

<p>Our interactive vocabulary slideshows help unlock challenging vocabulary words with great visual and audio support.</p>

Vocabulary Slideshow: "This Is the End of Chicago!"

Our interactive vocabulary slideshows help unlock challenging vocabulary words with great visual and audio support.

Clickable slideshow cover: Nonfiction This is the End of Chicago
Text Features Slideshow: "This Is the End of Chicago!"

<p>Explore the article's detailed text features with this slideshow.</p> <p><a href="https://storyworks.scholastic.com/issues/2020-21/100120/let-us-vote.html">&nbsp;</a></p>

Text Features Slideshow: "This Is the End of Chicago!"

Explore the article's detailed text features with this slideshow.

 

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Nonfiction: "This Is the End of Chicago!"

October/November 2021
Nonfiction: "This Is the End of Chicago!"
Nonfiction Immersive Read-Aloud (700L-800L)
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Nonfiction Read-Aloud (600L-700L)
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Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

2. Reading and Discussing

SEL Focus, Close Reading, Critical Thinking

3. Skill Building and Writing

4. Collaboration Station

5. Differentiate and Customize

Struggling Readers, Advanced Readers, Multilingual Learners

6. Can’t-Miss Teaching Extras

1. Preparing to Read

Preview Text Features, Watch a Video, Preview Vocabulary

  • Ask students to examine the image on pages 4-5 and read the headline and subhead. Then invite students to browse through the rest of the article, paying close attention to the photos and captions. Ask: Based on what you saw, what do you think the article is about?
  • Show or assign the video “Behind the Scenes: ‘This Is the End of Chicago!’” to engage students in the topic and to preview the article. Have students complete the Video Discussion Questions in pairs or small groups.

  • Show or assign the Vocabulary Slideshow to preview challenging words. Follow up with the Vocabulary Skill Builder before or after reading. Highlighted terms: embers, immigrants, trading post, benefited, mills, devoured, smothered, prejudice, grim

  • Call on a student to read aloud the Up Close box on page 5.

2. Reading and Discussing

  • Read the article together as a class. You can also listen to our special Immersive Read-Aloud with author Lauren Tarshis, which uses music and sound effects to bring the story to life.
  • Pair up students to discuss and write their answers to the close-reading and critical-thinking questions. Discuss the SEL Focus together as a class after reading the story.

SEL Focus

Social Awareness, Respect for Others

Together, reread the first three paragraphs of the last section of the story “Blamed for the Fire.” Remind students what prejudice is (dislike of a person or group because of their race, religion, or other factor). Ask: What can we do to fight prejudice? (Examples could include informing ourselves and others about people from backgrounds and cultures different from our own and speaking out when we see injustice.) Make a connection with the play, Hungry for Change, which takes place during the Montgomery bus boycott and shows examples of people fighting prejudice and discrimination.

Close-Reading Questions

  • Reread the opening section on page 5. How does the author help you picture what was happening in Chicago on October 8, 1871? Why do you think the author starts with this description? (author’s craft) The author describes the fire with vivid details, like the height of the flames, the glowing embers, and hunks of burning wood raining down from the sky. She also describes the sounds that could be heard on that day (people screaming and the fire’s “monstrous crackling roar”). She starts with this description to draw readers into the story.

  • Based on the section “Hope and Excitement,” how were the Bradwell and O’Leary families similar? How were they different? (compare and contrast) Both Myra Bradwell and Catherine O’Leary ran growing businesses in Chicago. Both families were respected by people who knew them, and both had high hopes for the future. The Bradwells were well-off, while the O’Learys were Irish immigrants who lived in poverty.

  • How did the arrival of trains affect Chicago and the people living in the area? (cause and effect) The arrival of trains caused Chicago to quickly grow from a small trading post to a bustling city of 330,000 people. Trains brought business and wealth to Chicago. But not all the changes were positive. The Potawatomi people and members of other Native American nations were forced off their lands as the city grew. Many immigrants had dangerous and low-paying jobs. And pollution was everywhere. 

  • Reread the section “Oozing Green Slime.” What were the causes of most fires in Chicago as the city grew? (cause and effect) People used fire for lighting up rooms, cooking, and keeping warm. Most of the city was built out of wood, which burns easily. In 1871, the weather was also hotter and drier than normal, which made it easier for fires to start.

  • How do the drawing and the photo on page 8 help you understand what the Chicago Fire was like? (text features) The drawing shows how desperate people were to escape the flames. The photo shows the level of destruction in Chicago caused by the fire. Most buildings are reduced to rubble.

  • Based on “Blamed for the Fire,” what happened to Catherine O’Leary? How did that change her life? (cause and effect) Reporters falsely claimed that Catherine O’Leary was to blame for the fire. They wrote in their articles that while Catherine was milking her cow, the animal had kicked over a lantern, which had set fire to hay in the barn. In fact, no one knows exactly how the fire started. But Catherine never recovered from the vicious lie. 
  • What was one positive outcome of the Great Chicago Fire of 1871? (cause and effect) A positive outcome of the fire was that when Chicago was rebuilt, there were laws that made the city safer from fires.

 

Critical-Thinking Questions

  • Summarize what Chicago was like before and after the fire. (summarizing/synthesizing) Before the fire, Chicago was a growing city of 330,000 people. After the fire, one-third of the city was in ruin. Three hundred people had lost their lives. But eventually, Chicago was rebuilt. Twenty-two years after the Chicago Fire, the city hosted the world’s fair, attracting 27 million visitors.

  • What important idea might you learn from reading about what happened to Catherine O’Leary? (applying learning) We can learn the importance of not jumping to conclusions without evidence and to question information we hear around us. False information can have real consequences for people. 

  • This year is the 150th anniversary of the Great Chicago Fire. What do you think would be a good way to remember the event? (formulating ideas) Answers will vary.

3. Skill Building and Writing

  • Distribute the Cause and Effect Skill Builder or assign the Slide Deck. These are available on two levels.
  • As a class, read the writing prompt in the Write to Win box on page 9. Have students use their completed Cause and Effect Skill Builder to help them respond to the prompt. Then you can send their articles to our writing contest (see page 2 for details)!

4. Collaboration Station

  • To help students respond to the writing prompt, arrange them in groups of five or six. In each group, ask for a volunteer to play the role of Bessie and another to play Catherine. The rest of the students will play the reporters. The “reporters” can take turns asking “Bessie” and “Catherine” questions about the Chicago Fire for their newspaper articles. Remind students to take notes so that they can include the quotes in their writing.

Differentiate and Customize
For Struggling Readers

Give each student a block of sticky notes. As they read the story, students can jot down questions they have on a sticky note and attach it next to the line or section that prompted the question. After reading, go over the questions together as a class. 

For Advanced Readers

Ask students to include a headline, subhead, photos, captions, and sidebars in their newspaper articles written in response to the writing prompt at the end of the story. Remind them to watch the Text Features Slideshow to learn about different text features and think about what purpose each might play in their newspaper article.

For Multilingual Learners

Before reading, preview challenging words together with the Vocabulary Slideshow. Make sure students click on the audio button to listen to the words and definitions being read out loud. Then divide the students into small groups and ask them to work together to answer the practice questions at the end of the slideshow.

Can't-Miss Teaching Extras
Watch a Video

Listen to Lauren Tarshis talk with Casey Grant from the National Fire Protection Association about the Chicago Fire and the lessons that were learned from the disaster in this video.

Explore a Primary Source

Read Bessie Bradwell’s firsthand account of the Chicago Fire, reprinted by the Chicago History Museum. The site has also printed the diaries of other fire memoirists.

Learn All About the Fire

Share this site from WTTW, Chicago’s PBS station, with students. It’s all about the Chicago Fire and includes slideshows of images of Chicago before and after the fire and fascinating videos about a variety of topics touched on in the Storyworks story.

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