Digital illustration of Earthquake aftermath being taken by a river

Illustration by Allan Davey

The Day the Earth Split Apart

Boats crashed. Trees snapped. The Mississippi River flowed backward. This is the true story of some of the worst earthquakes in American history.

By Kristin Lewis

From the March 2023 Issue

Learning Objective: to explore key ideas and details in a work of narrative nonfiction

Lexiles: 890L, 780L

Featured Skill: Key Ideas and Details,

Other Key Skills: mood, cause and effect

Want to hear this story read aloud? Click here!

AS YOU READ

Think about what it was like to live through the New Madrid Earthquakes.

Was the world ending?

This is surely what 15-year-old Walker must have wondered in the early morning hours of December 16, 1811. He and his buddy Jean Baptiste Zebon were on a hunting trip not far from where they lived in what is now southeastern Missouri. They’d pitched their tent by a lake and had been sleeping soundly.

Suddenly, violent shaking jolted them awake.

Outside, they were greeted by a sight almost too terrible to comprehend. The earth was rolling toward them—like towering waves in the ocean. Trees were crashing down. The usually calm lake had been whipped into an angry churn. Spouts of water shot straight up into the air. Walker and Jean Baptiste clung desperately to whatever tree branches they could grasp as the shaking earth tossed them about like rag dolls.

Finally, after what must have seemed like an eternity, the ground grew still.

As the two friends took in the devastation around them, they could hardly believe they were still breathing.

Then their thoughts turned dark.

Were they the only ones left alive?

Walker and Jean Baptiste knew they had just survived an earthquake. What they did not know is that they were living in one of the most earthquake-prone places in North America.

Today, when most Americans think of earthquakes, it is likely California that comes to mind. But earthquakes can—and do—strike in the middle of the country.

The area where Walker and Jean Baptiste lived was inside what geologists today call the New Madrid seismic zone. It spans parts of what are now Missouri, Arkansas, Kentucky, and Tennessee. Earthquakes have occurred there for thousands of years—and still do. Most are too small to cause damage or even feel. But every 200 to 600 years, severe quakes seem to strike.

The earthquake of 1811 had a magnitude of at least 7.4, making it one of the biggest in U.S. history.

And it was only the beginning.

Over the next four months, some 2,000 tremors would shake the area. Two would be at least as large as the earthquake on December 16.

Thousands of cracks would tear open the ground. Floods would destroy forests and towns. Tremors would be felt from New Orleans to New York City. The shaking would rattle the walls of the White House and ring bells in Charleston, South Carolina.

This disaster would come to be called the New Madrid Earthquakes.

Was the world ending?

That’s what Walker must have wondered the morning of December 16, 1811. He was 15 years old. He and his buddy Jean Baptiste Zebon were on a hunting trip. They were not far from where they lived in what is now southeastern Missouri. They were sleeping in a tent by a lake.

Suddenly, violent shaking woke them.

Outside their tent was a terrible sight. The earth was rolling toward them—like towering waves in the ocean. Trees were crashing down. The calm lake had been whipped into an angry churn. Spouts of water shot straight up into the air. Walker and Jean Baptiste clung desperately to tree branches as the shaking earth tossed them about like rag dolls.

Finally, the ground grew still.

As the two friends looked around at the destruction, they could hardly believe they were still breathing.

Then their thoughts turned dark.

Were they the only ones left alive?

Walker and Jean Baptiste knew they had just survived an earthquake. But they could not have known that they were living in one of the most earthquake-prone places in North America.

Today, when most Americans think of earthquakes, they probably think of California. But earthquakes can—and do—strike in the middle of the country.

Walker and Jean Baptiste lived in an area that is inside what geologists today call the New Madrid seismic zone. It spans parts of what are now Missouri, Arkansas, Kentucky, and Tennessee. Earthquakes have occurred there for thousands of years—and still do. Most are too small to cause damage or even feel. But every 200 to 600 years, severe quakes seem to strike.

The earthquake of 1811 had a magnitude of at least 7.4. It was one of the biggest in U.S. history.

And it was only the beginning.

Over the next four months, some 2,000 tremors shook the area. Two were at least as large as the earthquake on December 16.

Thousands of cracks tore open the ground. Floods destroyed forests and towns. Tremors were felt from New Orleans to New York City. The shaking rattled the walls of the White House and rang bells in Charleston, South Carolina.

This disaster would later be called the New Madrid Earthquakes.

An Alarm

The months leading up to December 1811 had been decidedly strange. In fact, looking back, it almost seems as though the universe itself was sounding an alarm.

First, there was the giant comet that blazed through the sky for months—surely an omen of bad things to come.

“By some, it is viewed with the trembling eye of ancient superstition,” wrote one reporter in the Martinsburgh Gazette, “as the precursor of . . . bloodshed.”

Then a dramatic solar eclipse added to the feeling of disquiet. The moon passed between the sun and Earth, throwing the bright day into the darkness of night.

“Whether these things are ominous or not,” wrote a reverend named John Carrigan, “one thing is certain, this is a time of extraordinaries.”

The months leading up to December 1811 had been strange. Looking back, it almost seems as though the universe had been sounding an alarm.

First, a giant comet blazed through the sky for months—surely an omen of bad things to come.

“By some, it is viewed with the trembling eye of ancient superstition,” wrote one reporter in the Martinsburgh Gazette, “as the precursor of . . . bloodshed.”

Then a solar eclipse added to the feeling of disquiet. The moon passed between the sun and Earth. The bright day became as dark as night.

“Whether these things are ominous or not,” wrote a reverend named John Carrigan, “one thing is certain, this is a time of extraordinaries.”

The Mississippi

Extraordinary events were unfolding not only in the natural world, but in the human world as well.

In the early 19th century, the U.S. was shifting and changing. The country was still young, with only 17 states, but its size had recently doubled—thanks to the purchase of a huge area of land from France. The deal was called the Louisiana Purchase. Much of what would later be known as the New Madrid seismic zone was included in the sale.

Now, White settlers were pushing west, lured by the promise of land and opportunities. Walker and his family were among them. They had come from Kentucky when Walker was 13, settling in Little Prairie, south of the river town of New Madrid.

To be sure, life was tough for new arrivals. Kids like Walker would have worked hard, chopping wood, for example, for the fires that heated their tiny log cabins and cooked their simple stews. Still, what a wonderful place this land must have seemed!

The soil was fertile. The forests were thick, and the swamplands teemed with life. Fish, deer, and other animals provided a reliable source of food. No doubt Walker met some of the many Native peoples who lived there, like the Osage and the Chickasaw, who hunted and trapped in the area.

And at the heart of it all was the mighty Mississippi River.

The Mississippi River is a twisting waterway that stretches from Minnesota to Louisiana. In a time before railroads and highways, it was the Mississippi that connected people north to south in America. Perhaps Walker himself enjoyed watching the flat-bottom wooden boats sailing down the river’s muddy waters, ferrying food and supplies to settlements like New Madrid that dotted the shores.

Extraordinary events were unfolding not only in the natural world, but in the human world as well.

In the early 19th century, the U.S. was changing. The country was still young. It had only 17 states. But its size had recently doubled—thanks to the purchase of a huge area of land from France. The deal was called the Louisiana Purchase. Much of what would later be known as the New Madrid seismic zone was included in the sale.

Now White settlers were heading west for land and opportunities. Walker and his family were among them. They had come from Kentucky when Walker was 13. They had settled in Little Prairie, south of New Madrid.

Life was tough for new arrivals. Kids like Walker would have worked hard. They would have chopped wood for the fires to heat their tiny log cabins and cook their simple stews. Still, the area must have seemed like a wonderful place!

The soil was fertile, the forests were thick, and the swamplands teemed with life. Fish, deer, and other animals were a ready source of food. No doubt, Walker met some of the many Native peoples who lived there, like the Osage and the Chickasaw.

And at the heart of it all was the mighty Mississippi River.

The Mississippi River stretches from Minnesota to Louisiana. In a time before railroads and highways, the Mississippi connected people north to south in America. Flat-bottom wooden boats sailed down the river, bringing food and supplies to settlements like New Madrid that dotted the shores.

Broken Promises

Yet more and more White settlers moving west also brought disaster. At the time of the earthquakes, the lands that Native peoples had lived on for thousands of years were being swallowed up by the growing U.S.

The U.S. government had made promises to many different groups of Native peoples, saying, for example, that they could continue to hunt, trap, and farm on these lands.

But those promises were broken over and over. Anger was growing. There was talk of war.

And soon the earthquakes would strike. No one could have known what was coming, except—according to legend—one man.

Yet more and more White settlers moving west also brought disaster. The lands that Native peoples had lived on for thousands of years were being swallowed up by the growing U.S.

The U.S. government had said that Native peoples could continue to hunt, trap, and farm on these lands. The government also made other promises.

But those promises were broken over and over. Anger was growing. There was talk of war.

And soon the earthquakes would strike. No one could have known what was coming, except—according to legend—one man.

". . . the comet was a sign that the Great Spirit had sent him."

The Great Spirit

In the early 1800s, there were many powerful leaders among the Native nations of America. One of these leaders was Tecumseh, a Shawnee man born around 1768 in what is now southern Ohio.

Around the time that Walker moved to Little Prairie, Tecumseh was starting his own journey. He was on an important mission: to form an alliance of Native nations. Tecumseh believed if they united, they could stop White settlers from taking over their lands.

The Potawatomi, the Ottawa, and the Delaware, among others, joined Tecumseh’s alliance. But not everyone was so eager. Some nations had warred with one another in the past and would have trouble trusting each other. Some were also living and trading with White settlers peacefully.

But Tecumseh was persuasive.

As he traveled from place to place, he delivered powerful speeches. He assured everyone that he had support from Great Britain, which had lost the American colonies in the American Revolution—and wanted them back. He would also point out that his name meant “Shooting Star.” Surely, he said, the comet was a sign that the Great Spirit had sent him. What’s more, his own brother had predicted a solar eclipse.

Tecumseh’s arguments convinced many to join his alliance.

The coming earthquakes would convince even more.

In the early 1800s, there were many powerful leaders among the Native nations of America. One of these leaders was Tecumseh. He was a Shawnee man born around 1768 in what is now southern Ohio.

Around the time that Walker moved to Little Prairie, Tecumseh was starting his own journey. He was on an important mission: to form an alliance of Native nations. Tecumseh believed that if they united, they could stop White settlers from taking over their lands.

The Potawatomi, the Ottawa, the Delaware, and others joined Tecumseh’s alliance. But not everyone was so eager. Some nations had warred with one another in the past. They had trouble trusting each other. Some were also living and trading with White settlers peacefully.

But Tecumseh was persuasive.

He traveled from place to place, delivering powerful speeches. He explained that he had support from Great Britain. It had lost the American colonies in the American Revolution—and wanted them back. He also pointed out that his name meant “Shooting Star.” He said the comet was a sign that the Great Spirit had sent him. What’s more, his own brother had predicted a solar eclipse.

Tecumseh’s arguments convinced many to join his alliance.

The coming earthquakes would convince even more.

A Dire Warning

In September 1811, Tecumseh reached the Muscogee village of Tuckhabatchee, in what is now Alabama. But there seemed to be a lack of enthusiasm for the alliance. This made Tecumseh angry. So before he left, he warned that a terrible disaster would strike those who did not believe in him: “You do not believe the Great Spirit has sent me. You shall know. I leave directly and shall go straight to Detroit. When I arrive there, I will stamp my foot on the ground and shake down every house in Tuckhabatchee.”

As the legend goes, the Muscogee calculated the days it would take Tecumseh to reach Detroit.

The date they believed he would arrive? December 16.

When the earthquake struck that day, it leveled every house in Tuckhabatchee. Tecumseh’s warning, it was said, had come true.

In September 1811, Tecumseh reached the Muscogee village of Tuckhabatchee in what is now Alabama. But there seemed to be a lack of enthusiasm for the alliance. This made Tecumseh angry. So before he left, he warned that a terrible disaster would strike those who did not believe in him: “You do not believe the Great Spirit has sent me. You shall know. I leave directly and shall go straight to Detroit. When I arrive there, I will stamp my foot on the ground and shake down every house in Tuckhabatchee.”

As the legend goes, the Muscogee calculated the days it would take Tecumseh to reach Detroit.

They believed he would arrive on December 16.

When the earthquake struck that day, it destroyed every house in Tuckhabatchee. Tecumseh’s warning, it was said, had come true.

Shutterstock.com

Earthquakes can cause cracks at the surface.

WHAT TO KNOW

Earthquakes: Why Do They Happen?

Earth’s crust is the outermost layer of our planet. But the crust isn’t one big rock. Rather, it’s made up of many pieces called tectonic plates. These plates move around, slowly sliding past or pushing against each other. An earthquake happens when large blocks of Earth’s crust move suddenly and rapidly, causing the ground to shake.

Shutterstock.com

Earthquakes can cause cracks at the surface.

WHAT TO KNOW

Earthquakes: Why Do They Happen?

A Horrible Scene

As the earthquake shattered the morning for Walker and Jean Baptiste, other horrific scenes were playing out across the region.

“No persons could stand or walk,” said one survivor, Godfrey LeSieur.

Log cabins lurched and groaned. Barns collapsed. Brick chimneys cracked apart like eggs. A sickening stench filled the air, which could have been “the ground belching out swamp gas,” says geologist Francisco Gomez, an expert on the region.

On the Mississippi River, boats were tossed around like bath toys and skewered by broken tree trunks. Fish pushed to dry land flopped about helplessly. The ground rolled in giant waves—some 15 feet high. Bursts of sand exploded from the ground like lava from volcanoes—a phenomenon known as “sand blows.” The Mississippi River itself briefly flowed backward.

As New Madrid resident Eliza Bryan would later report, “The screams of the affrighted inhabitants—the cries of the fowls and beasts of every species—the cracking of trees falling and the roaring of the Mississippi formed a scene most horrible.”

As the earthquake shattered the morning for Walker and Jean Baptiste, other horrific scenes were playing out across the region.

“No persons could stand or walk,” said one survivor, Godfrey LeSieur.

Log cabins lurched and groaned. Barns collapsed. Brick chimneys cracked apart like eggs. A sickening stench filled the air. That could have been “the ground belching out swamp gas,” says geologist Francisco Gomez. He is an expert on the region.

On the Mississippi River, boats were tossed around like bath toys. Fish pushed to dry land flopped about helplessly. The ground rolled in giant waves—some 15 feet high. Bursts of sand exploded from the ground like lava from volcanoes—a phenomenon known as “sand blows.” The Mississippi River itself briefly flowed backward.

Eliza Bryan lived in New Madrid. She later reported, “The screams of the affrighted inhabitants—the cries of the fowls and beasts of every species—the cracking of trees falling and the roaring of the Mississippi formed a scene most horrible.”

Getting Home

After the quake, Walker made his way home through the scarred landscape, uncertain if he would find survivors. To his great joy, he found many, including his family.

But in the coming months, the ground kept shaking. By the time it was over, New Madrid and Little Prairie—and many other settlements—were in ruins.

The New Madrid Earthquakes changed the landscape in dramatic ways. Islands on the Mississippi River disappeared, and new ones appeared. Chunks of land were thrust upward, triggering massive flooding. A Cherokee village was submerged. In Tennessee, a new lake was created.

Meanwhile, Tecumseh’s warning was seen as a prophecy—a prediction made by a person with spiritual powers. It united many peoples behind him. And six months after the first quake, the War of 1812 broke out.

On one side were the Native nations in Tecumseh’s alliance and Great Britain. On the other were the U.S. and the Native peoples that sided with them. Tecumseh proved to be a brilliant military leader, but he was killed in battle in 1813. The British retreated, and the war ended.

Today, Tecumseh is remembered as a hero, a courageous warrior, and a gifted orator. The earthquakes, on the other hand, were largely forgotten, buried by the tides of history.

The truth is, we may never know the whole story of the earthquakes. All we have are fragments left behind by people like Walker and Tecumseh. All we have are voices calling to us from the past, telling us stories of a strange and terrible time when the earth split apart.

After the quake, Walker headed home. To his great joy, he found many survivors, including his family.

But in the coming months, the ground kept shaking. By the time it was over, New Madrid and Little Prairie—and many other settlements—were in ruins.

The New Madrid Earthquakes changed the landscape. Islands on the Mississippi River disappeared, and new ones appeared. Chunks of land were thrust upward, triggering massive flooding. A Cherokee village was submerged. In Tennessee, a new lake was created.

Meanwhile, Tecumseh’s warning was seen as a prophecy. That’s a prediction made by a person with spiritual powers. It united many peoples behind him. And six months after the first quake, the War of 1812 broke out.

On one side were the Native nations in Tecumseh’s alliance and Great Britain. On the other were the U.S. and the Native peoples who sided with them. Tecumseh was a brilliant military leader, but he was killed in battle in 1813. The British retreated, and the war ended.

Today, Tecumseh is remembered as a hero, a courageous warrior, and a gifted orator. The earthquakes, however, were largely forgotten. And we may never know the whole story of the earthquakes. All we have are fragments left behind by people like Walker and Tecumseh. All we have are voices calling to us from the past, telling us stories of a strange and terrible time when the earth split apart.

Writing Prompt

Choose one person from the article. Then write an imagined interview with that person, discussing what it was like to live through the quakes.

Writing Prompt

Choose one person from the article. Then write an imagined interview with that person, discussing what it was like to live through the quakes.

^{This article was originally published in the March 2023 issue.}

video (1)

Audio ()

Activities (18)

Quizzes (1)

Answer Key (1)

video (1)

Audio ()

Activities (18)

Quizzes (1)

Answer Key (1)

1. Preparing to Read

2. Reading and Discussing

3. Skill Building and Writing

4. Connected Reading

5. Support for Multilingual Learners

Essential Questions: How do the processes that shape the earth shape our lives? Why are wars fought? What is the value of studying the past?

1. PREPARING TO READ (25 MINUTES)

Do-Now: Solve a Riddle (5 minutes)

Project the following riddle on your whiteboard:

We occur around the globe every day.

We can cause landslides, tsunamis, avalanches, and flooding. We can even change the length of a day.

Scientists can’t predict us, though animals have been observed behaving differently just before we strike.

In 2014, one of us caused Mount Everest to shrink an inch and the city of Kathmandu, in Nepal, to rise 3 feet.

The majority of us occur in the Pacific Ocean, in a region known as “The Ring of Fire.”

What are we?

Share the answer with students: earthquakes. Tell students that today they will read stories of people who lived through some of the worst earthquakes in American history.

Watch a Video (10 minutes)

Watch the Behind the Scenes video, in which author Kristin Lewis talks about her research and writing process. Have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or as a class.

Preview Vocabulary (10 minutes)

Project the Vocabulary: Definitions and Practice. Review the definitions as a class. Highlighted words: alliance, disquiet, geologists, magnitude, omen, orator. Optionally, print or share the interactive link directly to your LMS and have students preview the words and complete the activity before class. Audio pronunciations of the words and a read-aloud are embedded in the interactive slides.

Do-Now: Solve a Riddle (5 minutes)

Project the following riddle on your whiteboard:

We occur around the globe every day.

We can cause landslides, tsunamis, avalanches, and flooding. We can even change the length of a day.

Scientists can’t predict us, though animals have been observed behaving differently just before we strike.

In 2014, one of us caused Mount Everest to shrink an inch and the city of Kathmandu, in Nepal, to rise 3 feet.

The majority of us occur in the Pacific Ocean, in a region known as “The Ring of Fire.”

What are we?

Share the answer with students: earthquakes. Tell students that today they will read stories of people who lived through some of the worst earthquakes in American history.

Watch a Video (10 minutes)

Watch the Behind the Scenes video, in which author Kristin Lewis talks about her research and writing process. Have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or as a class.

Preview Vocabulary (10 minutes)

Project the Vocabulary: Definitions and Practice. Review the definitions as a class. Highlighted words: alliance, disquiet, geologists, magnitude, omen, orator. Optionally, print or share the interactive link directly to your LMS and have students preview the words and complete the activity before class. Audio pronunciations of the words and a read-aloud are embedded in the interactive slides.

2. READING AND DISCUSSING (45 MINUTES)

Invite a volunteer to read the As You Read box on page 4 of the magazine or at the top of the digital story page.
Read the article once as a class. (Differentiation: Share the lower-Lexile version or the Spanish version of the article.) Optionally, have students listen to author Kristin Lewis read her article aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
Divide students into groups to read the article again and respond to the following close-reading questions.

Close-Reading Questions (20 minutes)

What is the mood of the article’s opening? How does the author create it? (mood) Students will likely say that the mood is chaotic, terrifying, and suspenseful. One way the author creates the mood is through sensory details that help readers feel, hear, and see the chaos of the earthquake in their minds. For example, she writes that “violent shaking jolted them awake” and “trees were crashing down.” The author also uses figurative language to create vivid and terrifying sensory details, such as “the earth was rolling toward them—like towering waves in the ocean” and “the shaking earth tossed them about like rag dolls.” The title and illustration also add to the mood, as the letters of the title and every element of the scene depicted on the water are in a state of mayhem. Lastly, the author creates the mood by beginning and ending with two dark questions: “Was the world ending?” and “Were they the only ones left alive?”

What “extraordinary events,” as the author refers to them, were unfolding at the time of the earthquakes? (key ideas and details) Just before the earthquakes, a giant comet had been visible for months and a dramatic solar eclipse occurred. In addition, the young United States had recently doubled in size through the Louisiana Purchase.

What was the impact of the Louisiana Purchase? (cause and effect) The Louisiana Purchase contributed to the conflict between Native nations and the United States. The purchase doubled the size of the country, which lured White settlers westward to claim land long inhabited by Native nations. This caused much anger—especially after the United States government repeatedly broke its promises to Native nations regarding land use—and contributed to the outbreak of war.

Why did Tecumseh want to create an alliance of Native nations? How did he foster support for such an alliance? (key ideas and details) Tecumseh wanted to unite Native nations against the expansion of the United States into Native lands. To convince nations to join, he mentioned Great Britain’s support of his cause. He also spoke of the force of the Great Spirit in his destiny: His name meant “Shooting Star,” and the recent comet, he said, had been sent by the Great Spirit as a sign that he, Tecumseh, was to unite the nations. Tecumseh cited his brother’s prediction of the recent eclipse as further evidence of the Great Spirit’s forces at work. Tecumseh’s warning in the village of Tuckhabatchee was later seen as a prophecy and convinced many peoples to join the alliance.

How does the author characterize Tecumseh? (key ideas and details) The author characterizes Tecumseh as a powerful leader, a brave and brilliant warrior, and a gifted speaker.

Why was the Mississippi River important in the early 1800s? How did the quakes affect the river? (cause and effect) The Mississippi River was a vital transportation route that was used to carry goods, people, food, and supplies in a time before cars, railroads, and planes. The quakes caused the Mississippi to flow backward briefly. Its waters churned and roared, capsizing boats. Islands in the river were submerged, disappearing forever, and new islands appeared.

Critical-Thinking Questions (5 minutes)

Back in 1811, people didn’t have the same tools and scientific understanding of earthquakes that we have today. What do you think it was like to live through a big quake? Answers will vary.

Analyze the final line of the article. What do you think the author means? How does the author utilize voices from the past in her article? When the author writes that voices are “calling to us from the past,” she means that we can understand past events by reading or listening to the words of people who lived through those events. She seems to be suggesting as well that people of the past would want us to listen to their stories and understand their perspectives. In the article, the author utilizes the voices of Walker and Tecumseh, who offer us different perspectives on not only the New Madrid Earthquakes but also on the United States itself. The author includes primary source material—quotes from Tecumseh, Godfrey LeSieur, Eliza Bryan, a reporter from the Martinsburgh Gazette, and reverend John Carrigan. These voices from the past help us imagine what being there during the earthquakes might have been like.

Invite a volunteer to read the As You Read box on page 4 of the magazine or at the top of the digital story page.
Read the article once as a class. (Differentiation: Share the lower-Lexile version or the Spanish version of the article.) Optionally, have students listen to author Kristin Lewis read her article aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
Divide students into groups to read the article again and respond to the following close-reading questions.

Close-Reading Questions (20 minutes)

What is the mood of the article’s opening? How does the author create it? (mood) Students will likely say that the mood is chaotic, terrifying, and suspenseful. One way the author creates the mood is through sensory details that help readers feel, hear, and see the chaos of the earthquake in their minds. For example, she writes that “violent shaking jolted them awake” and “trees were crashing down.” The author also uses figurative language to create vivid and terrifying sensory details, such as “the earth was rolling toward them—like towering waves in the ocean” and “the shaking earth tossed them about like rag dolls.” The title and illustration also add to the mood, as the letters of the title and every element of the scene depicted on the water are in a state of mayhem. Lastly, the author creates the mood by beginning and ending with two dark questions: “Was the world ending?” and “Were they the only ones left alive?”

What “extraordinary events,” as the author refers to them, were unfolding at the time of the earthquakes? (key ideas and details) Just before the earthquakes, a giant comet had been visible for months and a dramatic solar eclipse occurred. In addition, the young United States had recently doubled in size through the Louisiana Purchase.

What was the impact of the Louisiana Purchase? (cause and effect) The Louisiana Purchase contributed to the conflict between Native nations and the United States. The purchase doubled the size of the country, which lured White settlers westward to claim land long inhabited by Native nations. This caused much anger—especially after the United States government repeatedly broke its promises to Native nations regarding land use—and contributed to the outbreak of war.

Why did Tecumseh want to create an alliance of Native nations? How did he foster support for such an alliance? (key ideas and details) Tecumseh wanted to unite Native nations against the expansion of the United States into Native lands. To convince nations to join, he mentioned Great Britain’s support of his cause. He also spoke of the force of the Great Spirit in his destiny: His name meant “Shooting Star,” and the recent comet, he said, had been sent by the Great Spirit as a sign that he, Tecumseh, was to unite the nations. Tecumseh cited his brother’s prediction of the recent eclipse as further evidence of the Great Spirit’s forces at work. Tecumseh’s warning in the village of Tuckhabatchee was later seen as a prophecy and convinced many peoples to join the alliance.

How does the author characterize Tecumseh? (key ideas and details) The author characterizes Tecumseh as a powerful leader, a brave and brilliant warrior, and a gifted speaker.

Why was the Mississippi River important in the early 1800s? How did the quakes affect the river? (cause and effect) The Mississippi River was a vital transportation route that was used to carry goods, people, food, and supplies in a time before cars, railroads, and planes. The quakes caused the Mississippi to flow backward briefly. Its waters churned and roared, capsizing boats. Islands in the river were submerged, disappearing forever, and new islands appeared.

Critical-Thinking Questions (5 minutes)

Back in 1811, people didn’t have the same tools and scientific understanding of earthquakes that we have today. What do you think it was like to live through a big quake? Answers will vary.

Analyze the final line of the article. What do you think the author means? How does the author utilize voices from the past in her article? When the author writes that voices are “calling to us from the past,” she means that we can understand past events by reading or listening to the words of people who lived through those events. She seems to be suggesting as well that people of the past would want us to listen to their stories and understand their perspectives. In the article, the author utilizes the voices of Walker and Tecumseh, who offer us different perspectives on not only the New Madrid Earthquakes but also on the United States itself. The author includes primary source material—quotes from Tecumseh, Godfrey LeSieur, Eliza Bryan, a reporter from the Martinsburgh Gazette, and reverend John Carrigan. These voices from the past help us imagine what being there during the earthquakes might have been like.

3. SKILL BUILDING AND WRITING (30 MINUTES)

Have students complete the Writing Planner: The New Madrid Earthquakes. This activity will help them organize their ideas in preparation for the activity on page 9 in the printed magazine and at the bottom of the digital story page.
Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities.

Have students complete the Writing Planner: The New Madrid Earthquakes. This activity will help them organize their ideas in preparation for the activity on page 9 in the printed magazine and at the bottom of the digital story page.
Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities.

4. CONNECTED READING

Connected readings from the Scope archives related to Earth processes:

Paired Texts: “Is This Mountain Cursed?” (October 2022)
Paired Texts: “Mountain of Doom” (March 2020)
Paired Texts: “Beauty and Disaster” (December 2018/January 2019)
Short Read: “Did the World’s Tallest Mountain Shrink?” (April 2018)

Connected readings from the Scope archives related to Earth processes:

Paired Texts: “Is This Mountain Cursed?” (October 2022)
Paired Texts: “Mountain of Doom” (March 2020)
Paired Texts: “Beauty and Disaster” (December 2018/January 2019)
Short Read: “Did the World’s Tallest Mountain Shrink?” (April 2018)

5. SUPPORT FOR MULTILINGUAL LEARNERS

These questions are designed to help students respond to the text at a level that’s right for them.

Yes/No Questions

Ask students to demonstrate comprehension with a very simple answer.

Can earthquakes strike in the middle of the United States? Yes, they can.
Do most earthquakes in the New Madrid seismic zone cause damage? No, they don’t.
Did the New Madrid Earthquakes cause flooding? Yes, they did.
Were many people in the U.S. moving west in the early 19th century? Yes, they were.
Is Tecumseh remembered as a hero? Yes, he is.

Either/Or Questions

Encourage students to use language from the question in their answer.

In 1811, were there 17 states or 50 states? There were 17 states.
Did the Mississippi River connect people from north to south or from east to west in America? The Mississippi River connected people from north to south in America.
Did White settlers moving west affect Native nations positively or negatively? White settlers moving west affected Native nations negatively.
Did the New Madrid Earthquakes last for weeks or for months? The New Madrid Earthquakes lasted for months.
In the War of 1812, did Great Britain fight with the U.S. or with Tecumseh’s alliance of Native nations? Great Britain fought with Tecumseh’s alliance of Native nations in the War of 1812.

Short-Answer Questions

Challenge students to produce simple answers on their own.

Why do earthquakes happen? Pieces of the Earth’s crust called tectonic plates slide past one another and collide. Earthquakes happen as a result of the movements of these plates.
What detail about the earthquakes of 1811 to 1812 stood out to you? Why? Answers will vary.

Language-Acquisition Springboard: Practice Reading ou Words

Before reading the article, preview words in the article that have the vowel combination ou, noting the different ways this vowel combination can be pronounced.

Say soup aloud. Then give examples of other words in which ou is pronounced the same way it is in soup. (Louisiana, through, groups, you)
Say mouth aloud. Then give examples of words in which ou is pronounced the same way it is in mouth. (soundly, ground, around, hours, outside, southeastern, house, sounding, thousands, out)
Say cousin aloud. Then give examples of other words in which ou is pronounced the same way it is in cousin. (southern, country, tough, young, courageous)
Say book aloud. Then give examples of words in which ou is pronounced like the oo in book. (could, would, Missouri)

These questions are designed to help students respond to the text at a level that’s right for them.

Yes/No Questions

Ask students to demonstrate comprehension with a very simple answer.

Can earthquakes strike in the middle of the United States? Yes, they can.
Do most earthquakes in the New Madrid seismic zone cause damage? No, they don’t.
Did the New Madrid Earthquakes cause flooding? Yes, they did.
Were many people in the U.S. moving west in the early 19th century? Yes, they were.
Is Tecumseh remembered as a hero? Yes, he is.

Either/Or Questions

Encourage students to use language from the question in their answer.

In 1811, were there 17 states or 50 states? There were 17 states.
Did the Mississippi River connect people from north to south or from east to west in America? The Mississippi River connected people from north to south in America.
Did White settlers moving west affect Native nations positively or negatively? White settlers moving west affected Native nations negatively.
Did the New Madrid Earthquakes last for weeks or for months? The New Madrid Earthquakes lasted for months.
In the War of 1812, did Great Britain fight with the U.S. or with Tecumseh’s alliance of Native nations? Great Britain fought with Tecumseh’s alliance of Native nations in the War of 1812.

Short-Answer Questions

Challenge students to produce simple answers on their own.

Why do earthquakes happen? Pieces of the Earth’s crust called tectonic plates slide past one another and collide. Earthquakes happen as a result of the movements of these plates.
What detail about the earthquakes of 1811 to 1812 stood out to you? Why? Answers will vary.

Language-Acquisition Springboard: Practice Reading ou Words

Before reading the article, preview words in the article that have the vowel combination ou, noting the different ways this vowel combination can be pronounced.

Say soup aloud. Then give examples of other words in which ou is pronounced the same way it is in soup. (Louisiana, through, groups, you)
Say mouth aloud. Then give examples of words in which ou is pronounced the same way it is in mouth. (soundly, ground, around, hours, outside, southeastern, house, sounding, thousands, out)
Say cousin aloud. Then give examples of other words in which ou is pronounced the same way it is in cousin. (southern, country, tough, young, courageous)
Say book aloud. Then give examples of words in which ou is pronounced like the oo in book. (could, would, Missouri)

Text-to-Speech

The Day the Earth Split Apart

". . . the comet was a sign that the Great Spirit had sent him."

Close Reading, Critical Thinking, Skill Building

Table of Contents

1. Preparing to Read

2. Reading and Discussing

3. Skill Building and Writing

4. Connected Reading

5. Support for Multilingual Learners

1. PREPARING TO READ (25 MINUTES)

2. READING AND DISCUSSING (45 MINUTES)

3. SKILL BUILDING AND WRITING (30 MINUTES)

4. CONNECTED READING

5. SUPPORT FOR MULTILINGUAL LEARNERS

Help/Support

Help/Support

About Us

Subscriber Information

The Day the Earth Split Apart

". . . the comet was a sign that the Great Spirit had sent him."

Close Reading, Critical Thinking, Skill Building

Table of Contents

1. Preparing to Read 2. Reading and Discussing 3. Skill Building and Writing 4. Connected Reading 5. Support for Multilingual Learners

1. PREPARING TO READ (25 MINUTES)

2. READING AND DISCUSSING (45 MINUTES)

3. SKILL BUILDING AND WRITING (30 MINUTES)

4. CONNECTED READING

5. SUPPORT FOR MULTILINGUAL LEARNERS

Help/Support

Help/Support

About Us

Subscriber Information

Connect with Us

1. Preparing to Read

2. Reading and Discussing

3. Skill Building and Writing

4. Connected Reading

5. Support for Multilingual Learners