Image of a town falling into a giant hole in the ground

Illustration by Shane Rebenschied

“This Is the End of the World”

The incredible story of the Great Alaska Earthquake of 1964—the most powerful quake in American history

By Lauren Tarshis

From the December 2023/January 2024 Issue

Learning Objective: to identify key ideas and details in a narrative nonfiction article

Lexiles: 850L, 720L

Featured Skill: Key Ideas and Details,

Other Key Skills: compare and contrast, cause and effect, problem and solution

Listen to this story read aloud.

AS YOU READ

Look for vivid language that helps you imagine the events of the story.

Courtesy of Tom Gilson

Tom Gilson

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

But Tom never worried about it. To him and most people he knew, a little shaking was just part of life in Alaska—like the brown bears he’d spot lapping up water at the river’s edge 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 south central 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 quake ever to strike the United States.

All Tom was thinking was that the world was ending.

Growing up in Valdez, Alaska, 13-year-old Tom Gilson had been through many earthquakes. Every few months, the ground under Tom’s feet shivered for a moment. The walls of his family’s small house shook.

But Tom never worried about it. To him, a little shaking was a normal part of life in Alaska. It was no different from seeing bears at the river.

Then came March 27, 1964.

At 5:36 p.m., the ground in southern Alaska began to shake. This time, it didn’t stop. Seconds passed. Then minutes. The violent shaking continued. Up and down the coast, 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. It was the most powerful quake ever to strike the United States.

All Tom was thinking was that the world was ending.

A Brand-New State

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

Tom loved living in his small wilderness town. But compared to larger cities, there wasn’t that much to do in Valdez (val-DEEZ). Alaska had become a state just five years before, in 1959, replacing Texas as the nation’s biggest state. Yet most of Alaska was—and still is—wilderness. In 1964, only 263,000 people lived there, enough to fill just three professional football stadiums. Tiny villages and towns were scattered like freckles across land covered with mountains, rivers, forests, and vast, half-frozen plains called tundra.

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 on the radio by the Beatles and Stevie Wonder.

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

But Valdez was isolated. When Tom walked just half a mile outside 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 Tom heard were sung by birds.

That morning, there was no hint of the coming disaster. The sky was gray. But Tom’s mood was bright. It was the holiday Good Friday. Tom did not have school. He could do whatever he wanted.

Tom loved Valdez (val-DEEZ). But it was a small town, and there wasn’t much to do. Alaska had been a state for only five years, since 1959. It replaced Texas as the nation’s biggest state. Yet most of Alaska was—and still is—wilderness. There were mountains, rivers, forests, and vast, half-frozen plains called tundra. Tiny villages and towns were scattered far apart. In 1964, only 263,000 people lived in Alaska. That would fill just three football stadiums.

Alaska’s largest city was Anchorage. It had a bustling downtown. There was a bowling alley and TV and radio stations. Kids could watch hit shows like Mister Ed, about a talking horse. They could sing along to popular songs on the radio.

Valdez was 120 miles away. It was nothing like Anchorage. But it was bigger than most towns in the state: 600 people lived there. Tom went to a lively public school. He played Little League baseball in the summer and basketball in the winter. He could buy treats from his uncle George’s grocery store.

But Valdez was isolated. Outside town, Tom 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. There was no TV service in Valdez. Most of the songs Tom heard were sung by birds.

Eagles and Otters

Then again, who needs bowling or talking horses or pop songs when you live in the middle of one of the most dazzling spots on the planet?

Ringed by mile-high mountains with icy tops that glittered in the sun, Valdez sat at the edge of the spectacular Prince William Sound. Wildlife was everywhere. Glancing up, you might spot an eagle clutching a wriggling salmon in its talons. Sitting on the docks along the harbor, you could watch humpback whales lifting their tails as though waving hello. You might see a furry sea otter float by on a raft of seaweed.

No wonder Tom loved Valdez. And his day off from school was going to be especially fun. Later that afternoon, a supply ship, the Chena, would be docking in Valdez Harbor. The ship’s cook was famous in town because he always handed out candy and fresh fruit to kids on the dock.

Tom gobbled his breakfast, certain that a great day was ahead. Never could he have imagined the horror that was to come.

But who needs bowling, talking horses, or pop songs when you live in the middle of one of the most dazzling spots on the planet?

Valdez sat at the edge of the spectacular Prince William Sound. It was surrounded by mile-high mountains. Their icy tops glittered in the sun. Wildlife was everywhere. Glancing up, you might spot an eagle.
Sitting on the docks along the harbor, you might see humpback whales.

No wonder Tom loved Valdez. And his day off from school was going to be especially fun. Later that afternoon, a supply ship, the Chena, would be docking in Valdez Harbor. The ship’s cook was famous in town. He always handed out candy and fresh fruit to kids on the dock.

Tom gobbled his breakfast. He was certain his day would be great. He could have never imagined the horror that was to come.

Deadly Forces

Few forces in nature are as destructive as a strong earthquake. Powerful quakes 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—about twice as fast as a Formula 1 race car. They can stretch for hundreds of miles, tower to heights well over 100 feet, and carry raging ocean waters many miles inland, destroying everything in their path.

Today we know earthquakes are caused by movements deep underground, within Earth’s crust. The crust is Earth’s outermost layer, the ground that holds up your school and town, as well as mountains and oceans. Many miles thick, Earth’s crust is broken up into about 15 massive slabs called plates. These plates rest atop a sea of partially molten rock—Earth’s mantle. Like enormous pieces of chocolate floating slowly on a layer of hot gooey caramel, Earth’s plates are always in motion.

Sometimes, though, two plates get stuck together. As they push against each other, pressure builds, sometimes over hundreds of years. Eventually, the force can become so strong that one plate slips violently over, under, or past the other. That sudden shift causes an earthquake.

The idea that large chunks of Earth’s crust are always in motion is known as the theory of plate tectonics. This scientific theory is key to our understanding of forces like earthquakes, tsunamis, and volcanoes.

Today’s earthquake scientists, called seismologists, use high-tech tools to study how and why earthquakes happen. Powerful drills bore down into Earth’s crust to collect rock samples that help them better understand what’s happening deep beneath the surface. Sensitive instruments called seismographs detect the slightest shakes and quivers.

But back in 1964, seismology was a new field. The theory of plate tectonics was still not fully accepted. Seismologists struggled to understand the causes of earthquakes and where the biggest ones could strike.

Take, for example, Alaska. Everyone knew the new state was prone to quakes. Most scientists, though, would have agreed with Tom that a truly powerful earthquake was unlikely to happen there.

They would have been wrong.

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

Sometimes earthquakes happen under an ocean. They can trigger monstrous waves called tsunamis. These waves can move at 400 miles an hour. That’s about twice as fast as a race car. They can stretch for hundreds of miles, be more than 100 feet tall, and carry raging ocean waters many miles inland. They destroy everything in their path.

Today we know earthquakes are caused by movements deep underground, within Earth’s crust. The crust is Earth’s outermost layer. It’s the ground that holds up your school and town, as well as mountains and oceans. Earth’s crust is many miles thick and is broken up into about 15 massive slabs called plates. These plates rest atop a sea of partially molten rock—Earth’s mantle. Earth’s plates are always in motion—like big pieces of chocolate floating slowly on a layer of hot gooey caramel.

Sometimes, though, two plates get stuck together. They push against each other. Pressure builds, sometimes over hundreds of years. The force can become so strong that one plate slips violently over, under, or past the other. That sudden shift causes an earthquake.

The idea that large chunks of Earth’s crust are always in motion is known as the theory of plate tectonics. It explains forces like earthquakes, tsunamis, and volcanoes.

Scientists who study earthquakes are called seismologists. Today they use high-tech tools to study how and why earthquakes happen. They bore down into Earth’s crust with powerful drills. They collect rock samples that help them study what’s happening deep beneath the surface. They use seismographs to detect the slightest shakes and quivers.

But back in 1964, seismology was a new field. The theory of plate tectonics was not fully accepted. Seismologists struggled to understand the causes of earthquakes and where the biggest ones could strike.

Take, for example, Alaska. Everyone knew the new state was prone to quakes. Most scientists, though, would have agreed with Tom: A truly powerful earthquake was unlikely to happen there.

They would have been wrong.

Shutterstock.com

Layers of the Earth

Our planet is composed of four layers. The crust is the outermost layer. It’s made up of tectonic plates that are always in motion. These plates float on the mantle, a sea of partially molten rock.

Shutterstock.com

Layers of the Earth

Our planet is composed of four layers. The crust is the outermost layer. It’s made up of tectonic plates that are always in motion. These plates float on the mantle, a sea of partially molten rock.

Billions of Tons of Dynamite

Tom spent his free day with friends. One of the older boys, Ed, had a new car and took Tom and some other kids for a spin around town. At about 5:30 p.m., they decided to go to the waterfront. The Chena had docked, and they didn’t want to miss out on the candy and fresh fruit.

As they headed over the bridge 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 suddenly started to bounce up and down.

At first, Tom thought some joker was standing on the car’s bumper. What he didn’t know—what nobody knew—was what was happening about 56 miles from Valdez, deep below the Pacific Ocean. There, two plates had been pushing against each other for hundreds of years. Finally, their epic struggle was over: One plate had burst free and shoved itself under the other.

This sudden movement unleashed more energy than 25 billion tons of dynamite. The ground across southern Alaska shook violently.

“It’s an earthquake!” screamed Ed.

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. At about 5:30 p.m., they decided to go to the waterfront. The Chena had docked. They didn’t want to miss out on the candy and fresh fruit.

They headed over the bridge to the docks. 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 standing on the car’s bumper. He didn’t know—nobody knew—that something was happening about 56 miles from Valdez, deep below the Pacific Ocean. There, two plates had been pushing against each other for hundreds of years. Finally, one plate had burst free. It shoved itself under the other.

This sudden movement unleashed more energy than 25 billion tons of dynamite. The ground across southern Alaska shook violently.

“It’s an earthquake!” screamed Ed.

Gone in a Blink

The ground rose and fell and split apart. Trees and telephone poles swayed. Electrical wires snapped. The harbor, usually glassy calm, looked like it was boiling. The 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 and enormous chunks of icy dirt and snow blocked their way.

“We’re trapped! ” Tom yelled.

The shaking grew stronger with each passing minute. In Valdez and all along Alaska’s coast, the land exploded. Highways tore open. Buildings, houses, and bridges collapsed. Railroad tracks twisted like snakes. Cracks opened up across the land—fissures that 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 in wide-eyed horror, the entire Valdez waterfront—hundreds of yards of docks with warehouses and other buildings—crumbled into the sea. In a blink, dozens of people standing on the docks disappeared into the furious swirl of wreckage.

This is it, Tom thought. This is the end of the world.

The ground rose and fell and split apart. Trees and telephone poles swayed. Electrical wires snapped. The Chena tossed and turned in the harbor, like a toy in a bathtub.

The boys got out of the car. But the street around them had broken apart. Enormous chunks of icy dirt and snow blocked their way.

“We’re trapped! ” Tom yelled.

Tom wanted to get home to his family. His house was only a few blocks away. But the shaking made walking almost impossible.

Then came a moment worse than any nightmare. Tom looked toward the Valdez waterfront—hundreds of yards of docks with warehouses and other buildings. He watched in horror as it crumbled into the sea. In a blink, dozens of people standing on the docks disappeared into the furious swirl of wreckage.

This is it, Tom thought. This is the end of the world.

A Changed Land

One minute passed, then two. Then another. And another.

Finally, after about four-and-a-half agonizing 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, igniting fires that burned for days. Emergency responders and residents worked frantically to free people from crumpled buildings and crushed cars. Desperate families searched for loved ones.

Because of the size of Alaska and the isolation of many of its communities, it took days for a full picture of the devastation to come into focus. In some areas, including downtown Anchorage, the ground had dropped 20 or even 30 feet. In other places, the seafloor had been pushed up.

Mountains had collapsed. Forests had been drowned by the monster waves. Fissures now stretched across the land like evil, jagged-toothed smiles.

The destruction wasn’t limited to Alaska. Tsunamis raced down the west coast of the U.S. at more than 400 miles per hour. Four people died when the waves crashed ashore in Oregon. Twelve people drowned in waves that hit California. The waves even ripped onto shore 5,000 miles away in Japan.

Because so much of Alaska is wilderness, the death toll there was miraculously low—115 people were lost. Valdez, though, was especially hard hit. Thirty-two people died there, all but four of them at the waterfront.

Soon came another shock: Valdez remained in grave danger.

Not long after the quake, scientists who came to town to study the event discovered that most of Valdez had been built on tiny bits of rock and sand mixed with water. When the shaking started, the ground melted away. That’s why the waterfront 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, the shaking stopped. It had been four-and-a-half agonizing minutes.

But the terror continued. Within minutes, tsunamis began crashing into Valdez and other towns. Boats and debris filled the streets. Oil and gas tanks exploded. Fires burned for days. People were trapped under crumpled buildings and crushed cars. Emergency responders and residents worked frantically to free them. Desperate families searched for loved ones.

In some areas, including downtown Anchorage, the ground had dropped 20 or even 30 feet. In other places, the seafloor had been pushed up.

Mountains had collapsed. Monster waves had drowned forests. Fissures now stretched across the land like evil, jagged-toothed smiles.

Much of Alaska is wilderness. So the death toll there was miraculously low—115 people were lost. Valdez, though, was especially hard hit. Thirty-two people died there, all but four of them at the waterfront.

Soon came another shock: Valdez remained in grave danger.

After the quake, scientists came to town to study the event. They discovered that most of Valdez had been built on tiny bits of rock and sand mixed with water. When the shaking started, the ground melted away. That’s why the waterfront crumbled into the sea.

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

A New Valdez

The people of Valdez were not ready to give up though. They banded together and came up with a plan to rebuild 4 miles down the coast, where the ground was more solid. Within two years, a new Valdez was born.

Today nearly 4,000 people live there. It’s a bustling town with delicious restaurants, a respected hospital, and a museum that celebrates the town’s unique history. Thousands of visitors come each year. They gape at the snow-topped mountains and hope to catch glimpses of eagles and moose, of whales leaping out of the shimmering waters of Prince William Sound. Some say Valdez is the most beautiful town in Alaska.

If you are lucky enough to travel there, perhaps you will meet a friendly man with bright-blue eyes.

Tom Gilson.

The people of Valdez did not give up. They banded together. They decided to rebuild 4 miles down the coast. The ground was more solid there. Within two years, a new Valdez was born.

Today nearly 4,000 people live there. It has delicious restaurants and a respected hospital. A museum celebrates the town’s unique history. Thousands of visitors come each year. They gape at the snow-topped mountains. They hope to see eagles, moose, and whales. Some say Valdez is the most beautiful town in Alaska.

If you visit Valdez, perhaps you will meet a friendly man with bright-blue eyes.

Tom Gilson.

After the shaking stopped, Tom slowly made his way home through the wreckage. His parents and brothers were unhurt, and his house was still standing. He and his family helped build the town in its new location

Tom is in his early seventies now, and he’s proud that he’s spent nearly his entire life in Valdez. He and his wife raised their family there. Their daughter is now an English teacher at Valdez High School.

Tom cherishes his childhood memories of Valdez. He also knows how lucky he was that he and his family and friends all survived the most powerful earthquake in U.S. history. Still, the fear and sorrow of that day remain etched in his heart.

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

After the shaking stopped, Tom slowly made his way home through the wreckage. His parents and brothers were unhurt. His house was still standing. He and his family helped build the town in its new location.

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

Tom cherishes his childhood memories of Valdez. He also feels lucky that he and his family and friends all survived the most powerful earthquake in U.S. history. Still, the fear and sorrow of that day remain etched in his heart.

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

Writing Prompt

How does author Lauren Tarshis transport readers to March 27, 1964? Answer this question in a short response. Use text evidence.

Writing Prompt

How does author Lauren Tarshis transport readers to March 27, 1964? Answer this question in a short response. Use text evidence.

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

video (1)

Slideshows (1)

Audio ()

Activities (11)

Quizzes (1)

Answer Key (1)

video (1)

Slideshows (1)

Audio ()

Activities (11)

Quizzes (1)

Answer Key (1)

1. Prepare to Read

2. Read and Discuss

3. Write About It

4. Support for Multilingual Learners

5. Connected Reading

Essential Questions: How do events that shape Earth also shape our lives? What is a community? What can be learned from natural disasters?

1. PREPARE TO READ (20 MINUTES)

Watch the Video (10 minutes)

Watch the Behind the Scenes video in which author Lauren Tarshis offers insights into her writing process. Have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or pairs.

View the Slideshow (5 minutes)

View the Background Builder slideshow: “What to Know About Alaska.”

Preview Vocabulary (10 minutes)

Project the Google Slides version of Vocabulary Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: bore, etched, fissures, gape, inland, molten, prone. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link directly to your LMS and have students preview the words and complete the activity independently before class.

Watch the Video (10 minutes)

Watch the Behind the Scenes video in which author Lauren Tarshis offers insights into her writing process. Have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or pairs.

View the Slideshow (5 minutes)

View the Background Builder slideshow: “What to Know About Alaska.”

Preview Vocabulary (10 minutes)

Project the Google Slides version of Vocabulary Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: bore, etched, fissures, gape, inland, molten, prone. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link directly to your LMS and have students preview the words and complete the activity independently before class.

2. READ AND DISCUSS (45 MINUTES)

Invite a volunteer to read the As You Read box on page 5 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 Tarshis 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 and Critical-Thinking questions, also located in the Resources tab.

Close-Reading Questions (30 minutes)

Compare the earthquakes Tom Gilson experienced throughout his childhood with the Great Alaska Earthquake of 1964. (compare and contrast) Most of the earthquakes Tom experienced as a child were minor, lasting mere seconds and causing little damage. The ground would shake a little and the dishes in Tom’s home would rattle on the shelves. By contrast, the Great Alaska Earthquake of 1964 caused devastation in Valdez and many other parts of Alaska, with effects felt as far away as Japan. The Great Alaska Earthquake lasted a record-breaking four-and-a-half minutes.
What was it like to live in Valdez, Alaska, in 1964? (key ideas and details) Alaska was (and still is) mainly wilderness, with small towns and villages scattered across the state. Valdez, with a population of 600, was bigger than most of Alaska’s towns. It had a school, and kids could play Little League baseball. It was, however, very isolated. As Tarshis notes, it had no bowling alley, dentist’s office, or TV service. Tarshis writes, “When Tom walked just a half a mile outside of town, he was more likely to see a bear than another human being.” But to the citizens of Valdez, its spectacular natural beauty and wildlife made up for its isolation.
What causes an earthquake? (key ideas and details) Tarshis explains that earthquakes are caused by movements deep underground in Earth’s crust. The crust consists of 15 enormous slabs called tectonic plates, which sit on top of molten rock. They are constantly moving at a very slow pace. Sometimes they push against each other, which causes pressure to build. Over time, the pressure can become so powerful that one plate slips forcefully over, under, or past the other, and this is what causes an earthquake.
What were the effects of the Great Alaska Earthquake in Alaska? (cause and effect) The earthquake had catastrophic effects across southern Alaska. Roads, bridges, houses, and other buildings were destroyed. The land jutted up in places and collapsed in others. Flooding drowned forests and sent debris across the land. The Valdez waterfront crumbled into the sea. One hundred and fifteen people in Alaska lost their lives.
What were the effects of the Great Alaska Earthquake outside of Alaska? (cause and effect) The earthquake had far-reaching effects. Tsunamis caused by the earthquake struck the west coast of the U.S., causing deaths in Oregon and California. The gigantic waves even reached Japan—5,000 miles from Alaska.
Why was Valdez especially vulnerable to the earthquake? When the people rebuilt the town, what did they do to keep history from repeating itself? (problem and solution) Scientists discovered that Valdez was built on bits of rock and sand mixed with water, rather than on hard rock. When the earthquake began, the ground gave way and the waterfront collapsed into the sea. The citizens of Valdez rebuilt their town four miles down the coast and further inland, where the ground was more solid, to safeguard against catastrophic damage from a future earthquake.

As a class, discuss the following questions.

Critical-Thinking Questions (5 minutes)

How do you think a person might change after experiencing a natural disaster like the Great Alaska Earthquake of 1964? Answers will vary. Students might offer that people may have a deeper sense of gratitude for what they have, including a newfound appreciation for the preciousness of human life. They might also experience a stronger sense of community than they felt before the disaster. It’s also possible that people would feel more vulnerable or fearful as the result of experiencing a natural disaster.
Why should people care about natural disasters, even those that are far away? Answers will vary. Students may offer that people should have empathy for others, even if they live in another part of the world. Students may also note that natural disasters can have far-reaching consequences, as was the case with the Great Alaska Earthquake. Plus, whether or not a disaster affects you directly, much can be learned from natural disasters, such as why they occur, how to best respond and rebuild afterward, and how to prepare for future disasters.

Invite a volunteer to read the As You Read box on page 5 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 Tarshis 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 and Critical-Thinking questions, also located in the Resources tab.

Close-Reading Questions (30 minutes)

Compare the earthquakes Tom Gilson experienced throughout his childhood with the Great Alaska Earthquake of 1964. (compare and contrast) Most of the earthquakes Tom experienced as a child were minor, lasting mere seconds and causing little damage. The ground would shake a little and the dishes in Tom’s home would rattle on the shelves. By contrast, the Great Alaska Earthquake of 1964 caused devastation in Valdez and many other parts of Alaska, with effects felt as far away as Japan. The Great Alaska Earthquake lasted a record-breaking four-and-a-half minutes.
What was it like to live in Valdez, Alaska, in 1964? (key ideas and details) Alaska was (and still is) mainly wilderness, with small towns and villages scattered across the state. Valdez, with a population of 600, was bigger than most of Alaska’s towns. It had a school, and kids could play Little League baseball. It was, however, very isolated. As Tarshis notes, it had no bowling alley, dentist’s office, or TV service. Tarshis writes, “When Tom walked just a half a mile outside of town, he was more likely to see a bear than another human being.” But to the citizens of Valdez, its spectacular natural beauty and wildlife made up for its isolation.
What causes an earthquake? (key ideas and details) Tarshis explains that earthquakes are caused by movements deep underground in Earth’s crust. The crust consists of 15 enormous slabs called tectonic plates, which sit on top of molten rock. They are constantly moving at a very slow pace. Sometimes they push against each other, which causes pressure to build. Over time, the pressure can become so powerful that one plate slips forcefully over, under, or past the other, and this is what causes an earthquake.
What were the effects of the Great Alaska Earthquake in Alaska? (cause and effect) The earthquake had catastrophic effects across southern Alaska. Roads, bridges, houses, and other buildings were destroyed. The land jutted up in places and collapsed in others. Flooding drowned forests and sent debris across the land. The Valdez waterfront crumbled into the sea. One hundred and fifteen people in Alaska lost their lives.
What were the effects of the Great Alaska Earthquake outside of Alaska? (cause and effect) The earthquake had far-reaching effects. Tsunamis caused by the earthquake struck the west coast of the U.S., causing deaths in Oregon and California. The gigantic waves even reached Japan—5,000 miles from Alaska.
Why was Valdez especially vulnerable to the earthquake? When the people rebuilt the town, what did they do to keep history from repeating itself? (problem and solution) Scientists discovered that Valdez was built on bits of rock and sand mixed with water, rather than on hard rock. When the earthquake began, the ground gave way and the waterfront collapsed into the sea. The citizens of Valdez rebuilt their town four miles down the coast and further inland, where the ground was more solid, to safeguard against catastrophic damage from a future earthquake.

As a class, discuss the following questions.

Critical-Thinking Questions (5 minutes)

How do you think a person might change after experiencing a natural disaster like the Great Alaska Earthquake of 1964? Answers will vary. Students might offer that people may have a deeper sense of gratitude for what they have, including a newfound appreciation for the preciousness of human life. They might also experience a stronger sense of community than they felt before the disaster. It’s also possible that people would feel more vulnerable or fearful as the result of experiencing a natural disaster.
Why should people care about natural disasters, even those that are far away? Answers will vary. Students may offer that people should have empathy for others, even if they live in another part of the world. Students may also note that natural disasters can have far-reaching consequences, as was the case with the Great Alaska Earthquake. Plus, whether or not a disaster affects you directly, much can be learned from natural disasters, such as why they occur, how to best respond and rebuild afterward, and how to prepare for future disasters.

3. WRITE ABOUT IT: KEY IDEAS AND DETAILS (45 MINUTES)

Have students complete the Featured Skill Activity: Key Ideas and Details. This activity prepares them to respond to the writing prompt on page 10 in the printed magazine and at the bottom of the digital story page:

How does author Lauren Tarshis transport readers to March 27, 1964? Answer this question in a short response. Use text evidence.

Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. (Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story or article.

An entry form for the writing contest is available here to download.

Have students complete the Featured Skill Activity: Key Ideas and Details. This activity prepares them to respond to the writing prompt on page 10 in the printed magazine and at the bottom of the digital story page:

How does author Lauren Tarshis transport readers to March 27, 1964? Answer this question in a short response. Use text evidence.

Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. (Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story or article.)

An entry form for the writing contest is available here to download.

4. 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.

Did Tom Gilson experience earthquakes before the Great Alaska Earthquake of 1964? Yes, he did.
Did Tom know that a terrible earthquake was coming? No, he did not.
Are most earthquakes caused by human activity? No, they are not.
Did the earthquake destroy the town of Valdez? Yes, it did.
Did Tom’s family survive the earthquake? Yes, they did.

Either/Or Questions

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

Was Valdez busy and booming or quiet and isolated? Valdez was quiet and isolated.
Do most earthquakes last seconds or minutes? Most earthquakes last seconds.
When the earthquake ended, did people immediately realize how much damage it had caused or did they realize it days later? They realized how much damage the earthquake had caused days later.
Did the earthquake affect only Alaska or did it affect other places too? The earthquake affected other places too.
Does Tom Gilson still think about the earthquake or does he no longer think of it? He still thinks about the earthquake.

Short-Answer Questions

Challenge students to produce simple answers on their own.

What causes an earthquake? Earthquakes are caused by movements deep underground, within Earth’s crust.
Why did the people of Valdez rebuild their town four miles down the coast? After the earthquake, scientists discovered that most of Valdez had been built on bits of rock and sand mixed with water. When the shaking started, the ground melted away, which is why the waterfront crumbled into the sea. The people of Valdez wanted to rebuild where the ground was more solid.

Language-Acquisition Springboard: Boost language and comprehension with literary devices.

After reading the article, tell students that similes are comparisons made using like or as. For example, “The puppy’s eyes shone like stars.” This simile helps readers imagine the puppy’s sparkling eyes. Explain that author Lauren Tarshis uses several similes to describe the earthquake’s damage. Ask students to consider each of the following similes:

“The Chena tossed and turned like a toy in a bathtub.”

Have students draw a picture of the Chena in the sea based on this simile. Then ask: Was the sea calm or rough? The sea was rough.

“Railroad tracks twisted like snakes.”

Have students draw a picture of the railroad tracks based on this simile. Then ask: Were the tracks straight and strong or bent and broken? The tracks were bent and broken.

“Fissures now stretched across the land like evil, jagged-toothed smiles.”

Have students draw a picture of the land based on this simile. Then ask: What’s one word you would use to describe the land? Answers might include rough, cracked, or scary.

“Like enormous pieces of chocolate floating slowly on a layer of hot gooey caramel, Earth’s plates are always in motion.”

Have students draw a picture of Earth’s layers based on this simile. Then ask: Which layer of the Earth is like pieces of chocolate? Which layer is like hot gooey caramel? The Earth’s crust is like pieces of chocolate. The Earth’s mantle is like hot gooey caramel.

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.

Did Tom Gilson experience earthquakes before the Great Alaska Earthquake of 1964? Yes, he did.
Did Tom know that a terrible earthquake was coming? No, he did not.
Are most earthquakes caused by human activity? No, they are not.
Did the earthquake destroy the town of Valdez? Yes, it did.
Did Tom’s family survive the earthquake? Yes, they did.

Either/Or Questions

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

Was Valdez busy and booming or quiet and isolated? Valdez was quiet and isolated.
Do most earthquakes last seconds or minutes? Most earthquakes last seconds.
When the earthquake ended, did people immediately realize how much damage it had caused or did they realize it days later? They realized how much damage the earthquake had caused days later.
Did the earthquake affect only Alaska or did it affect other places too? The earthquake affected other places too.
Does Tom Gilson still think about the earthquake or does he no longer think of it? He still thinks about the earthquake.

Short-Answer Questions

Challenge students to produce simple answers on their own.

What causes an earthquake? Earthquakes are caused by movements deep underground, within Earth’s crust.
Why did the people of Valdez rebuild their town four miles down the coast? After the earthquake, scientists discovered that most of Valdez had been built on bits of rock and sand mixed with water. When the shaking started, the ground melted away, which is why the waterfront crumbled into the sea. The people of Valdez wanted to rebuild where the ground was more solid.

Language-Acquisition Springboard: Boost language and comprehension with literary devices.

“The Chena tossed and turned like a toy in a bathtub.”

Have students draw a picture of the Chena in the sea based on this simile. Then ask: Was the sea calm or rough? The sea was rough.

“Railroad tracks twisted like snakes.”

Have students draw a picture of the railroad tracks based on this simile. Then ask: Were the tracks straight and strong or bent and broken? The tracks were bent and broken.

“Fissures now stretched across the land like evil, jagged-toothed smiles.”

Have students draw a picture of the land based on this simile. Then ask: What’s one word you would use to describe the land? Answers might include rough, cracked, or scary.

“Like enormous pieces of chocolate floating slowly on a layer of hot gooey caramel, Earth’s plates are always in motion.”

An entry form for the writing contest is available here to download.

CONNECTED READING

Connected readings from the Scope archives about the effects of earthquakes:

Narrative Nonfiction: “The Day the Earth Split Apart”
Fiction: “Aftershocks”
Short Read: “Did the World’s Tallest Mountain Shrink?”

Connected readings from the Scope archives about the effects of earthquakes:

Narrative Nonfiction: “The Day the Earth Split Apart”
Fiction: “Aftershocks”
Short Read: “Did the World’s Tallest Mountain Shrink?”

Text-to-Speech

“This Is the End of the World”

Layers of the Earth

Layers of the Earth

Close Reading, Critical Thinking, Skill Building

Table of Contents

1. Prepare to Read

2. Read and Discuss

3. Write About It

4. Support for Multilingual Learners

5. Connected Reading

1. PREPARE TO READ (20 MINUTES)

2. READ AND DISCUSS (45 MINUTES)

3. WRITE ABOUT IT: KEY IDEAS AND DETAILS (45 MINUTES)

4. SUPPORT FOR MULTILINGUAL LEARNERS

CONNECTED READING

Help/Support

Help/Support

About Us

Subscriber Information

“This Is the End of the World”

Layers of the Earth

Layers of the Earth

Close Reading, Critical Thinking, Skill Building

Table of Contents

1. Prepare to Read 2. Read and Discuss 3. Write About It 4. Support for Multilingual Learners 5. Connected Reading

1. PREPARE TO READ (20 MINUTES)

2. READ AND DISCUSS (45 MINUTES)

3. WRITE ABOUT IT: KEY IDEAS AND DETAILS (45 MINUTES)

4. SUPPORT FOR MULTILINGUAL LEARNERS

CONNECTED READING

Help/Support

Help/Support

About Us

Subscriber Information

Connect with Us

1. Prepare to Read

2. Read and Discuss

3. Write About It

4. Support for Multilingual Learners

5. Connected Reading