Contests Update

Due to mailing issues, contest entries must be mailed to our new address below (NOT the PO Box listed on page 2 of the magazine) or emailed to [email protected]. We apologize for the inconvenience!

 

(Name of contest)

c/o Scholastic

Storyworks 4th Fl.

130 Mercer St.

New York, NY 10012

Article
Art by Shane Rebenschied

The Shattered Land

The true story of the Great Alaska Earthquake of 1964

By Lauren Tarshis | Art by Shane Rebenschied

Learning Objective: Students will identify the main idea and supporting details in a nonfiction article about the worst earthquake in U.S. history, told through the experiences of a 13-year-old Alaskan boy.

Lexile: 600L-700L, 700L-800L
Other Key Skills: main idea and supporting details, vocabulary, author’s craft, key idea, interpreting text, cause and effect, problem and solution, inference, summarizing, making connections, explanatory writing
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UP CLOSE: Main Idea and Supporting Details

As you read, look for details that tell you how the Great Alaska
Earthquake of 1964 changed the town of Valdez.

COURTESY OF TOM GILSON

Tom Gilson

Growing up in the small town of Valdez (vahl-DEEZ), Alaska, 13-year-old Tom Gilson had been through many earthquakes. Every few months, it seemed, the ground under Tom’s feet would shiver. The walls of his family’s small house would shake. Dishes would rattle on the shelves. 

But Tom never worried. To him and most people he knew, a little shaking was just part of life in Alaska, like the brown bears he’d spot by the river or the 30 feet of snow that fell every winter. 

Then came March 27, 1964. 

At 5:36 p.m., the ground in southern Alaska began to shake. And this time, it didn’t stop. As seconds passed, then minutes, the violent shaking continued. Up and down the coast, the land shattered. Cliffsides crashed into the sea. Giant waves smashed into towns and villages. 

Tom had no idea that he was caught in the middle of the Great Alaska Earthquake, the most powerful ever to strike the United States. 

All Tom was thinking was that the world was ending.

Growing up in the small town of Valdez (vahl-DEEZ), Alaska, 13-year-old Tom Gilson had been through many earthquakes. Every few months, the ground under Tom’s feet would shiver. The walls of his family’s small house would shake. Dishes would rattle on the shelves. 

But Tom never worried. To him, a little shaking was just part of life in Alaska. It was as normal as the brown bears he’d spot by the river. Or the 30 feet of snow that fell every winter. 

Then came March 27, 1964. 

At 5:36 p.m., the ground in southern Alaska began to shake. And this time, it didn’t stop. As seconds passed, then minutes, the rough shaking continued. Up and down the coast, the land shattered. Hills crashed into the sea. Giant waves smashed into towns. 

Tom had no idea that he was caught in the middle of the Great Alaska Earthquake. It was the most powerful quake ever to strike the United States. 

All Tom was thinking was that the world was ending.

Jim McMahon/Mapman ® 

A Brand-New State

A Brand-New State

That morning, there had been no hint of a coming disaster. Tom woke up in the small bedroom he shared with his two brothers. The sky was gray, but Tom’s mood was bright. It was the holiday of Good Friday. That meant there was no school. Tom had a whole day to do whatever he wanted!

Tom loved living in Valdez. But compared to larger cities, there wasn’t that much to do there. 

Alaska had become a state just five years earlier, in 1959. It replaced Texas as the biggest state in the U.S. But most of Alaska was (and still is) wilderness. Tiny villages and towns were scattered like freckles across about half-a-million square miles of land. Alaska has soaring mountains, rushing rivers, thick forests, and half-frozen, treeless ground called tundra. In 1964, only 263,000 people lived there—enough to fill just three football stadiums. 

Alaska’s largest city, Anchorage, had a bustling downtown, a bowling alley, and TV and radio stations. Kids living there could watch hit shows like Mister Ed, about a talking horse. They could sing along to popular songs by the Beatles and Stevie Wonder. 

That morning, there’d been no hint that a disaster was coming. Tom woke up in the small bedroom he shared with his two brothers. The sky was gray. But Tom’s mood was bright. There was no school because it was a holiday. Tom had a whole day to do whatever he wanted!

Tom loved living in Valdez. But there wasn’t that much to do there. 

Alaska had just become a state in 1959. It was the biggest state in the U.S. But most of Alaska was (and still is) wilderness. Tiny towns spread out across the vast land. Alaska has tall mountains, rushing rivers, and thick forests. It’s got half-frozen, treeless ground called tundra. In 1964, only 263,000 people lived there. That’s enough to fill just three football stadiums. 

Alaska’s largest city is Anchorage. It had a busy downtown, a bowling alley, and TV and radio stations. Kids living there could watch Mister Ed, a hit show about a talking horse. They could sing along to popular songs by the Beatles and Stevie Wonder. 

Eagles and Otters

Eagles and Otters

One hundred and twenty miles away, Valdez was nothing like Anchorage. True, it was bigger than most Alaska towns: 600 people lived there. And unlike kids in many other towns, Tom went to a lively public school. He played baseball in the summer and basketball in the winter. He could buy fresh doughnuts from his uncle George’s grocery store. 

But Valdez was isolated. When Tom walked half a mile outside of town, he was more likely to see a bear than another human being. There was no bowling alley. There wasn’t even a dentist. Tom had never seen Mister Ed because there was no TV service in Valdez. Most of the songs he heard were sung by birds. 

In fact, wildlife was everywhere. Glancing up at the sky, kids like Tom might spot an eagle with a salmon clutched in its claws. Sitting in the harbor, they could watch humpback whales flicking their tails in the water. A furry sea otter sometimes floated by, riding on a tiny raft made of seaweed. 

No wonder Tom loved Valdez. And his day off from school was going to be especially fun. That afternoon, a big ship was arriving in Valdez, the Chena. The ship’s cook was famous in town because he handed out candy and fresh fruit to kids waiting on the dock. Tom gobbled his breakfast, sure that a great day was ahead.  

Never could he have imagined the horror that was to come. 

Valdez was nothing like Anchorage. True, with 600 people, Valdez was bigger than most Alaska towns. Tom went to a lively public school. He played baseball in the summer and basketball in the winter. 

But Valdez was isolated. 

Half a mile outside of town, Tom was more likely to see a bear than another human being. There was no bowling alley. Tom had never seen Mister Ed because there was no TV service in Valdez. Most of the songs he heard were sung by birds. 

In fact, wildlife was everywhere. Looking up at the sky, kids like Tom might spot an eagle holding a fish in its claws. Sitting near the water, they could watch whales flicking their tails. 

No wonder Tom loved Valdez. And his day off from school was going to be extra fun. That afternoon, a big ship called the Chena was arriving in Valdez. The ship’s cook was famous in town because he handed out candy and fresh fruit to kids. Tom gobbled his breakfast. He felt sure that a great day was ahead.  

Never could he have imagined the horror that was to come. 

Deadly Forces

Deadly Forces

Few forces in nature are as destructive as a strong earthquake. Powerful quakes typically last between 10 and 30 seconds. The very strongest ones can last for several minutes. That’s enough time to turn a city into a ruin of twisted metal, shattered glass, and blazing fires. 

When earthquakes happen under an ocean, they often trigger monstrous waves called tsunamis. These waves can move at 400 miles an hour—twice as fast as a race car. They can stretch for hundreds of miles and reach towering heights.  

Today we know that earthquakes are caused by movements deep below Earth’s surface. Scientists have high-tech tools to study how and why earthquakes strike. 

But in 1964, scientists struggled to understand the causes of earthquakes and where the biggest disasters could hit. Everyone knew that Alaska could have earthquakes. But most scientists would have agreed with Tom—that a truly powerful earthquake was unlikely to happen in Alaska. 

They were wrong. 

Few things in nature are as destructive as a strong earthquake. Powerful quakes usually last between 10 and 30 seconds. The very strongest ones can last for several minutes. That’s enough time to turn a city into a mess of twisted metal, shattered glass, and blazing fires. 

When earthquakes happen under an ocean, they often cause huge waves called tsunamis. These waves can move at 400 miles an hour. That’s twice as fast as a race car. They can stretch for hundreds of miles and reach great heights.  

Today we know that earthquakes are caused by movements deep below Earth’s surface. Scientists have fancy tools to study how and why earthquakes strike. 

But in 1964, scientists struggled to understand earthquakes. Everyone knew that Alaska could have earthquakes. But most scientists would have agreed with Tom. A truly powerful earthquake seemed unlikely to happen in Alaska. 

They were wrong. 

BETTMANN ARCHIVE/GETTY IMAGES

Alaska’s largest city, Anchorage, was severely damaged in the earthquake. On this street, parts of the ground dropped 11 feet.

Like A Bomb

Like A Bomb

Tom spent his free day with friends. One of the older boys, Ed, had a brand-new car. He took Tom and some other kids for a spin around town. At about 5:30 p.m., they all decided to head to the waterfront. That big ship, the Chena, had arrived. None of the boys wanted to miss out on the candy and fresh fruit. 

As they were heading over to the docks, Tom saw the Chena and a crowd of people—workers, families, kids. Then Ed stopped the car to talk with a friend who was standing in the street. 

That’s when the car started to bounce up and down. 

At first, Tom thought some joker was jumping up and down on the car’s bumper. What he didn’t know—what nobody knew—was what was happening about 56 miles from Valdez, below the Pacific Ocean. Deep underground, a sudden movement of the earth unleashed more energy than the most powerful bomb. The ground across southern Alaska shook violently. 

“It’s an earthquake!” Ed screamed. 

Tom spent his free day with friends. One of the older boys, Ed, had a new car. He took Tom and some other kids for a drive around town. At about 5:30 p.m., they all decided to head to the waterfront. That big ship had arrived. None of the boys wanted to miss out on the candy and fresh fruit. 

As they were heading over to the docks, Tom saw the ship and a crowd of people. Then Ed stopped the car to talk with a friend in the street. 

That’s when the car started to bounce up and down. 

At first, Tom thought somebody was jumping up and down on the car’s bumper. What he didn’t know—what nobody knew—was what was happening about 56 miles from Valdez. Below the Pacific Ocean, a sudden movement of the earth unleashed more energy than the most powerful bomb. The ground across southern Alaska shook fiercely. 

“It’s an earthquake!” Ed screamed. 

SCIENCE HISTORY IMAGES/ALAMY STOCK PHOTO

Most of the 131 people who lost their lives in the disaster died as a result of tsunamis. This photo shows the tsunami damage in the town of Kodiak, Alaska.

Gone in a Blink

Gone in a Blink

The ground rose and fell and split apart. Trees and telephone poles swayed. The harbor, usually glassy calm, looked like it was boiling. The huge Chena tossed and turned like a toy in a bathtub. 

The boys managed to get out of the car, but the street around them had broken apart. 

“We’re trapped!” Tom yelled. 

The shaking grew stronger with each passing minute. In Valdez and along Alaska’s coast, the land exploded. Highways tore open. Buildings, houses, and bridges collapsed. Railroad tracks twisted like snakes. Huge cracks opened in the ground like jagged-toothed smiles, swallowing houses, cars, and people. 

All Tom wanted was to get home to his family. His house was only a few blocks away, but it might as well have been on the moon. The shaking made walking almost impossible. 

Then came a moment worse than any nightmare. As Tom watched in wide-eyed horror, the entire Valdez waterfront—hundreds of yards of docks with warehouses and other buildings—crumbled into the sea. Dozens of people had been standing on the docks. In a blink, they had disappeared into the swirling wreckage.

This is the end of the world, Tom thought. 

The ground rose and fell and split apart. Trees and telephone poles swayed. The harbor looked like it was boiling. The huge Chena tossed and turned like a toy in a bathtub. 

The boys managed to get out of the car. But the street around them had broken apart. 

“We’re trapped!” Tom yelled. 

The shaking grew stronger each minute. In Valdez and along Alaska’s coast, the land exploded. Highways tore open. Buildings, houses, and bridges fell. Railroad tracks twisted like snakes. Huge cracks opened in the ground like crooked smiles. They swallowed houses, cars, and people. 

All Tom wanted was to get home to his family. His house was only a few blocks away. But it might as well have been on the moon. The shaking made walking almost impossible. 

Then came a moment worse than any nightmare. As Tom watched, the entire Valdez waterfront crumbled into the sea. Hundreds of yards of docks with warehouses and other buildings were gone. Dozens of people had been standing on the docks. In a blink, they had disappeared into the swirling wreckage.

This is the end of the world, Tom thought. 

A Changed Land

A Changed Land

One minute passed, then two. Then another. And another. Finally, after about four-and-a-half horrible minutes, the shaking stopped. 

But the terror continued. Within minutes, tsunamis began crashing into Valdez and other towns, pushing boats and debris into the streets. Oil and gas tanks exploded, sparking fires that burned for days. Emergency workers and neighbors worked frantically to free people from crumpled buildings and crushed cars. Desperate families searched for loved ones. 

It took days for people to truly understand how devastating the disaster had been. In some areas, including downtown Anchorage, the ground had dropped 20 or even 30 feet. Mountains had collapsed. Forests had been drowned by monster waves. 

The destruction wasn’t limited to Alaska. Tsunamis raced down the west coast of the U.S. Sixteen people died when the waves crashed ashore in Oregon and California. The waves even reached Japan, 5,000 miles away. 

Because so much of Alaska is wilderness, the death toll was miraculously low—115 people were lost. But Valdez was especially hard hit. Thirty-two people died there, all but four at the waterfront. And soon came another shock: Valdez was still in danger. 

Not long after the quake, scientists came to the town. They discovered that most of Valdez had been built on sand and tiny bits of rock mixed with water. When the shaking started, the ground melted away. That’s why the waterfront had crumbled into the sea. 

And it could happen again one day, experts warned. Valdez, some believed, was doomed. 

One minute passed, then two. Then another. And another. Finally, after about four-and-a-half awful minutes, the shaking stopped. 

But the terror kept going. In minutes, tsunamis began crashing into Valdez and other towns. They pushed boats and debris into the streets. Oil tanks exploded, sparking fires that burned for days. Many worked frantically to free people from broken buildings and crushed cars. Families searched for loved ones. 

It took days for people to understand how devastating the disaster had been. In some areas, including downtown Anchorage, the ground had dropped 20 or 30 feet. Mountains had caved in. Monster waves had drowned forests. 

The harm wasn’t limited to Alaska. Tsunamis raced down the west coast of the U.S. Sixteen people died when the waves crashed ashore in Oregon and California. 

The waves even reached Japan, 5,000 miles away. 

Because so much of Alaska is wilderness, only 115 people were lost. But Valdez was hit hard. Thirty-two people died there. All but four were at the waterfront. And soon came another shock. Valdez was still in danger. 

Not long after the quake, scientists came to the town. They discovered that most of Valdez had been built on soft land. When the shaking started, the ground melted away. That’s why the waterfront had crumbled into the sea. 

And it could happen again one day, experts warned. Valdez, some believed, was doomed. 

H. Armstrong Roberts/ClassicStock/Getty Images (Waterfront); Backyard Productions/Alamy Stock Photo (Remains)

Valdez Before & After

Valdez was a bustling town when the earthquake hit. This image, likely taken in the 1930s, shows the town’s waterfront (left). Today little remains of the old harbor (right).

 

Melissa Kopka/Alamy Stock Photo

Valdez was abandoned after the earthquake and rebuilt 4 miles away.

A New Valdez

A New Valdez

But people from Valdez banded together and made a plan to move the town 4 miles down the coast, where the ground was harder. Within two years, a new Valdez had been born.  

Today nearly 4,000 people live there. It’s a bustling town with great restaurants, a hospital, and a museum that celebrates the town’s unique history. Thousands of people visit every year. Some say it’s the most beautiful town in all of Alaska.

If you are lucky enough to travel there, perhaps you’ll meet a friendly man with bright-blue eyes—Tom Gilson. 

After the shaking stopped, Tom raced home. His parents and brothers were unhurt, and his house was still standing. He and his family remained in Valdez to help build the town in the new spot. 

Tom is in his early 70s now, and he’s proud that he’s spent almost his whole life in Valdez. He and his wife raised their family there. Their daughter is now a teacher at Valdez High School. 

Tom cherishes his childhood memories. And he knows how lucky he was that he and his family and friends all survived the most powerful earthquake in U.S. history. 

But the memory of that day remains deep in his heart. 

“Not a day goes by when I don’t think about the earthquake,” he says.

But people from Valdez came together and made a plan. They decided to move the town 4 miles down the coast. The ground was harder there. Within two years, a new Valdez had been born.  

Today nearly 4,000 people live there. It’s an active town with great restaurants, a hospital, and a museum that celebrates the town’s history. Thousands of people visit every year. Some say it’s the most beautiful town in all of Alaska.

If you are lucky enough to travel there, perhaps you’ll meet a friendly man with bright-blue eyes—Tom Gilson. 

After the shaking stopped, Tom raced home. His parents and brothers were unhurt. His house was still standing. He and his family remained in Valdez to help build the town in the new spot. 

Tom is in his early 70s now. He’s proud that he’s spent almost his whole life in Valdez. He and his wife raised their family there. Their daughter is now a teacher at Valdez High School. 

Tom cherishes his childhood memories. And he knows how lucky he was that he and his family and friends all survived the most powerful earthquake in U.S. history. 

But the memory of that day remains deep in his heart. 

“Not a day goes by when I don’t think about the earthquake,” he says. 

Write to Win

Write a paragraph to explain how the Great Alaska Earthquake changed the town of Valdez. Include at least three details from the text. Send it to “Earthquake Contest” by February 1, 2024. Five winners will each receive a copy of I Survived: The Great Alaska Earthquake, 1964 by Lauren Tarshis. Visit the Storyworks Contests page for more information.

PLEASE NOTE:

Due to mailing issues, contest entries must be mailed to our new address below (NOT the PO Box listed on page 2 of the magazine) or emailed to [email protected]. We apologize for the inconvenience!

(Name of contest)
c/o Scholastic
Storyworks 4th Fl.
130 Mercer St.
New York, NY 10012

Write to Win

Write a paragraph to explain how the Great Alaska Earthquake changed the town of Valdez. Include at least three details from the text. Send it to “Earthquake Contest” by February 1, 2024. Five winners will each receive a copy of I Survived: The Great Alaska Earthquake, 1964 by Lauren Tarshis. Visit the Storyworks Contests page for more information.

PLEASE NOTE:

Due to mailing issues, contest entries must be mailed to our new address below (NOT the PO Box listed on page 2 of the magazine) or emailed to [email protected]. We apologize for the inconvenience!

(Name of contest)
c/o Scholastic
Storyworks 4th Fl.
130 Mercer St.
New York, NY 10012

This article was originally published in the December 2023/January 2024 issue.

This article was originally published in the December 2023/January 2024 issue.

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Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

Watch a Video, Preview Vocabulary, Set a Purpose for Reading

  • Introduce students to the setting of the article and build background knowledge with our slideshow “What You Need to Know About Alaska” and our video “Behind the Scenes: The Shattered Land.” Afterward, students can answer the Video Discussion Questions.
  • Show or digitally assign the Vocabulary Skill Builder to preview challenging words. Highlighted words: cherishes, debris, destructive, devastating, isolated, unleashed, wilderness, wreckage.
  • Call on a student to read aloud the Up Close box on page 5 to set a purpose for reading.

2. Reading and Discussing

  • Read the article together as a class or in small groups. Students can read the on-level version (from the print magazine) or the lower-Lexile version. Alternatively, they can listen to the Immersive Read-Aloud.
  • Put students into small groups or pairs. Ask them to discuss or write their answers to the close-reading and critical-thinking questions.

Close-Reading Questions

 

  1. Reread the opening section of the article. How does the author, Lauren Tarshis, let us know that the earthquake of March 27, 1964, was different from the earthquakes Tom Gilson had experienced before? (author’s craft) Tarshis writes, “Then came March 27, 1964” to let us know that Tom’s experience of earthquakes as a normal and unconcerning part of life in Alaska was about to change. She also writes that unlike other earthquakes, the March 27 earthquake didn’t stop shaking after a moment. Instead, it continued to shake and that “up and down the coast, the land shattered. Cliffsides crashed into the sea. Giant waves smashed into towns and villages.” The earthquakes Tom had experienced before this only made the ground shiver. This earthquake was “the most powerful ever to strike the United States.” It was so strong that, at first, Tom didn’t know he was in an earthquake; he thought that “the world was ending.”
  2. What type of day was Tom expecting to have when he woke up on March 27, 1964? (key idea) Tom was excited about his day. It was a school holiday, and he had plans to hang out with friends. They would be going to the dock to see if the cook from a ship that had just arrived was, as usual, giving out candy and fruit.
  3. What was Valdez, Alaska, like in 1964? What made it different from other places in Alaska? (key idea and supporting details) Valdez was a small city with 600 people living there. It snowed a lot during the winter, was near water, had a harbor, and was surrounded by nature. You could see humpback whales, otters, bears, eagles, and other animals in and near Valdez. It wasn’t close to other towns and didn’t have many of the things that bigger cities, like Anchorage, had, like a bowling alley, a dentist, or TV service. But it did have a public school and sports teams, which some other Alaska towns did not have.
  4. What is the section “Deadly Forces” mainly about? Include two details that support your answer. (main idea and supporting details) The section is mainly about how powerful and destructive earthquakes can be. They can destroy cities within a few minutes. When they form under the ocean, they can create waves called tsunamis that are very wide, very tall, and very fast (up to 400 miles an hour).
  5. Reread the section “Gone in a Blink.” What does Tarshis mean when she writes that Tom’s “house was only a few blocks away, but it might as well have been on the moon”? (interpreting text) Even though Tom’s house was nearby, the shaking ground made it extremely hard to walk. Getting home seemed impossible, as if Tom’s house were somewhere unreachable, like the moon. He was able to get home only after the shaking stopped.
  6. How did Valdez change right after the earthquake and tsunami hit the town? (cause and effect) Valdez suffered great damage because of the earthquake. Buildings, houses, and bridges fell; parts of highways broke open, and railroad tracks became twisted. The earthquake created enormous cracks in the ground that swallowed houses, cars, and people. The entire Valdez waterfront was destroyed. The tsunami that crashed into Valdez pushed boats and debris into the streets. Oil and gas tanks exploded, creating fires.
  7. After the earthquake, what problem did scientists discover about where Valdez was built? What solution did the townspeople come up with? (problem and solution) Most of Valdez had been built on ground that was not very solid, made up of sand and small rocks mixed with water. The people of Valdez decided to work together to build their town again, but it would be built four miles away on ground that was harder.
  8. What information does the sidebar “Earthquake Safety” on page 9 provide? Why do you think it’s included with the article? (text features) “Earthquake Safety” tells what to do during an earthquake. It was probably included to reassure readers that there are steps to take to be as safe as possible during an earthquake and to get this important information to as many people as possible.

 

 

Critical-Thinking Questions

  • Why do you think Tom says that “Not a day goes by when I don’t think about the earthquake”? (inference) Tom probably says this because the earthquake was a big and terrifying event in his life. It destroyed much of the town he loved and killed people he likely knew. Tom feels lucky that he and his family survived and proud that he stayed in Valdez. Having those feelings probably makes him think about the earthquake, because not everyone’s family survived and because Valdez was relocated and rebuilt as a direct result of the earthquake.
  • Imagine you lived in Valdez during the Great Alaska Earthquake. After the earthquake, would you choose to stay and help rebuild Valdez or leave the town to live elsewhere? Explain your answer. (making connections) Answers will vary.

 

3. Skill Building and Writing

Featured Skill: Main Idea and Supporting Details

  • Distribute the Text Features Skill Builder (available on two levels) or assign the Slide Deck
  • Read and then assign the writing prompt in the “Write to Win” box on page 9. Distribute the Guided Writing activity. After students complete their paragraphs, you can send their work to our writing contest (see page 2 of the magazine for details).
  • As a class or individually, have students read the accompanying SuperSTEM article “The Great Alaska Earthquake Mystery” about the science of earthquakes. Discuss how the 1964 Alaska earthquake changed our understanding of how earthquakes happen and our ability to predict them. Distribute the Connecting Texts Skill Builder to help students make connections between the two articles.

Differentiate and Customize
For Striving Readers

Have students read the lower-Lexile version of the article. As they read, students should look for and highlight the ways the town of Valdez changed because of the earthquake. Remind students to look for changes that happened right after the earthquake hit and those that occurred later. Afterward, divide students into pairs or small groups to work on the writing prompt.

For Advanced Readers

Have students compare and contrast “The Shattered Land” with the Storyworks nonfiction article “America’s Deadliest Disaster,” about another natural disaster, the Galveston hurricane of 1900. Both stories are centered around the experiences of a boy who lived through the disaster. Ask students to write about what life was like before, during, and after the event for each boy and the towns in which they lived. They should also compare and contrast weather forecasting before and after the events of each story.

For Multilingual Learners

This article presents an exciting opportunity to introduce descriptive words and phrases to multilingual learners. As you read the article as a group, have students collect words and phrases that describe the Great Alaska Earthquake. When you’re finished reading, have students reflect on what they’ve read by brainstorming other words they know that could be used to describe the earthquake and its aftereffects. They might suggest scary, frightening, terrifying, rubble, tumbling, rocking, and so on.

Can't-Miss Teaching Extras
Watch a Video About Earthquakes

This 3.5-minute video from SciShow Kids offers an easy-to-understand introduction to what causes earthquakes. (Note: Video starts after a short ad.)

Dive Into Alaska

Students will enjoy this engaging overview of Alaska from National Geographic Kids, especially the 3-minute video with animals rapping about the state.

Explore Alaskan Wildlife

Learn more about Alaska’s amazing wildlife and what it needs to stay healthy from the National Park Service website.

NEW! Literature Connection

Julie of the Wolves by Jean Craighead George

Text-to-Speech