Image of the aftermath of an earthquake in a town
Art by Shane Rebenschied

The Day Alaska Shook

The incredible story of the most powerful earthquake in American history

By Lauren Tarshis | Art by Shane Rebenschied
From the February 2025 Issue

Learning Objective: Students will identify the descriptive details the author uses to bring the article about the Great Alaska Earthquake of 1964 to life. 

Lexiles: 2-Page Starter Level, Easier Level, 500L-600L
Other Key Skills: main idea and supporting details, figurative language, cause and effect, problem and solution, setting, inference, summarizing, compare and contrast, author’s purpose, text features, descriptive details, key details, vocabulary, summarizing, supporting an opinion, explanatory writing
Think and Read: Author’s Craft

As you read, look for the descriptive details the author uses to bring this story to life. 

COURTESY OF TOM GILSON

Tom Gilson

Thirteen-year-old Tom Gilson had been through many earthquakes. It was just part of life growing up in Valdez (val-DEEZ), Alaska. 

Every few months, the ground under Tom’s feet would tremble. Dishes would rattle on the shelves. But Tom never worried. The quakes were short. Then came March 27, 1964. 

At 5:36 p.m., the ground in southern Alaska began to shake. This time, it didn’t stop. The land cracked. Cliffsides crashed into the sea. Giant waves smashed into villages. 

Tom was caught in the middle of the most powerful quake to ever strike the United States. But he didn’t know that.

All Tom was thinking was that the world was ending.

Tom Gilson was 13 years old. He had been through many earthquakes. It was part of life growing up in Valdez (val-DEEZ), Alaska. 

Sometimes the ground under Tom’s feet would tremble. Dishes would shake on the shelves. But Tom never worried. The quakes were short. Then came March 27, 1964. 

At 5:36 p.m., the ground in southern Alaska began to shake. This time, it didn’t stop. The land cracked. Parts of cliffs crashed into the sea. Giant waves hit villages. 

Tom was caught in the most powerful quake ever to hit the United States. But he didn’t know that.

Tom was thinking that the world was ending.

Tom Gilson was 13 years old. He lived in Valdez (val-DEEZ), Alaska. Tom had been through many earthquakes. But they were usually short. He never worried about them. Then came March 27, 1964.

At 5:36 p.m., the ground began to shake. It didn’t stop. The land cracked open. Tom thought the world was ending!


Jim McMahon/Mapman®

Earthquakes in America  

More earthquakes happen in Alaska than in any other state.

A Brand-New State

A Brand-New State

Underground Movements

Alaska had become a state just five years before, in 1959. It was the biggest state in the U.S. Most of Alaska was (and still is) wilderness. Tiny villages and towns were spread out across the land. 

The town of Valdez was isolated. Half a mile outside of town, Tom was more likely to see a bear than a human. Near the water, he might spot whales flicking their tails. There was no bowling alley or dentist. Still, Tom loved his town. 

That morning, the sky was gray but Tom’s mood was bright. There was no sign of a coming disaster. It was a holiday and Tom didn’t have school. His day off from school was going to be extra fun. Later that day, a big ship—the Chena—would be arriving in Valdez. The ship’s crew often handed out candy to kids on the dock. 

Tom never could have imagined what was to come.

Alaska had just become a state five years before, in 1959. It was the biggest state in the U.S. Most of Alaska was wilderness. Tiny villages and towns were spread out across the land. 

The town of Valdez was isolated. It wasn’t near much. Outside of town, Tom was more likely to see a bear than a human. Near the water, he might see whales swimming. There was no bowling alley or dentist. Still, Tom loved his town. 

That morning, the sky was gray. But Tom’s mood was bright. There was no sign of a coming quake. It was a holiday. Tom didn’t have school. His day off was going to be extra fun. A big ship was arriving in Valdez. It was called the Chena. The ship’s crew often gave candy to kids on the dock. 

Tom never could have imagined what was to come.

Alaska became a state in 1959. Most of the state was wild. Valdez was isolated. It wasn’t near other towns or people. Tom often saw bears and whales near town. 

That morning, a big ship was coming to Valdez. It was called the Chena. The ship’s crew usually gave candy to kids. Tom was excited. He had no idea a giant earthquake was coming.

Earthquakes can be very destructive. When earthquakes happen under an ocean, they can cause huge waves. The waves are called tsunamis (soo-NAH-meez). They can be extremely fast. 

Earthquakes are caused by movements. The movements are deep underground. But in 1964, scientists didn’t know much about quakes. Many might have told you a big quake wouldn’t happen in Alaska. 

They would have been wrong. 


DESIGN PICS INC/ALAMY STOCK PHOTO

Underground Movements

Underground Movements

A New Valdez

Few forces in nature are as destructive as a strong earthquake. Most big quakes last between 10 and 30 seconds. The strongest ones can last for several minutes.

When earthquakes happen under an ocean, they often cause huge waves called tsunamis (soo-NAH-meez). These waves can move at 400 miles an hour—twice as fast as a race car. Some are taller than 100 feet!

Today we know earthquakes are caused by movements deep underground. But in 1964, scientists struggled to understand them. Take Alaska, for example. Everyone knew the state could have quakes. But most scientists probably would have told you a big quake wouldn’t happen there. 

They would have been wrong.

A strong earthquake can be more destructive than most forces of nature. Most big quakes last between 10 and 30 seconds. The strongest ones can last for a few minutes.

When earthquakes happen under an ocean, they can cause huge waves. The waves are called tsunamis (soo-NAH-meez). They can move at 400 miles an hour. That’s twice as fast as a race car. Some waves are taller than 100 feet!

Today we know earthquakes are caused by movements deep underground. But in 1964, scientists didn’t fully understand them. Take Alaska, for example. Scientists knew the state could have quakes. But most of them probably would have told you a big quake wouldn’t happen there. 

They would have been wrong.

At about 5:30 p.m., Tom and his friends drove to the water. They stopped to talk to a friend. Then the car started to bounce. 

Something was happening miles away. Something powerful. Deep below the Pacific Ocean, the earth moved. The land across southern Alaska shook fiercely. 

The ground rose and fell. It split apart. Then came a scary moment. It was worse than any nightmare. Parts of Valdez fell into the sea. Docks, buildings, and people disappeared.

The shaking stopped after about four-and-a-half minutes. But the nightmare continued. Soon tsunamis crashed into Valdez. The damage was huge. People tried to rescue others from under cars or buildings. In the end, 115 people died. 

And Valdez was still in trouble. Scientists studied the event. They realized Valdez had been built on soft land. The scientists warned that Valdez was still in danger. Another damaging quake could happen again.

The people of Valdez came up with a plan. They rebuilt the town 4 miles away. The ground was safer there. Today Valdez is a busy town. It has restaurants and a hospital. It has a museum showing the town’s history. 

Tom Gilson still lives there. He and his family helped rebuild Valdez. He knows he was lucky. He lived through the most powerful earthquake in U.S. history. 


SHUTTERSTOCK.COM 

AMAZING ANIMALS 

Alaska is known for its amazing wildlife. Humpback whales can be seen from the docks in Valdez. Bears and moose roam near town.

Worse Than Any Nightmare

Worse Than Any Nightmare


Tom spent his free day driving around with his friends. His friend Ed had a brand-new car! At about 5:30 p.m., they decided to go down by the water. The Chena had arrived. None of the boys wanted to miss out on the candy. As they drove toward the docks, Tom saw a ship and a crowd of people. They stopped the car to talk to a friend.

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

At first, Tom thought somebody was jumping on the car’s bumper. But something was happening about 56 miles away. Something powerful.

Deep below the Pacific Ocean, the earth had suddenly moved. The land all across southern Alaska shook fiercely. 

“It’s an earthquake!” screamed Ed. 

The ground rose and fell and split apart. The Chena tossed and turned like a toy in a bathtub. 

The boys got out of the car. But the street around them had broken apart.

“We’re trapped!” Tom yelled. 

The shaking grew stronger. Then came a moment worse than any nightmare. Tom watched the Valdez waterfront crumble into the sea. Docks, buildings, and people disappeared.

This is the end of the world, Tom thought.

Tom spent his free day with friends. They drove around town. His friend Ed had a new car! At about 5:30 p.m., they went down by the water. 

The Chena had arrived. None of the boys wanted to miss the candy. Tom saw a ship and a crowd of people. They stopped the car to talk to a friend.

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

At first, Tom thought somebody was jumping on the car’s bumper. But something was happening about 56 miles away. Something powerful.

Deep below the Pacific Ocean, the earth moved. It happened very suddenly. The land all across southern Alaska shook fiercely. 

“It’s an earthquake!” screamed Ed. 

The ground rose and fell. It split apart. The Chena tossed and turned. It was like a toy in a bathtub. 

The boys got out of the car. But the street around them had split apart.

“We’re trapped!” Tom yelled. 

The shaking grew stronger. Then came a scary moment. It was worse than any nightmare. Tom watched the Valdez waterfront crumble into the sea. Docks, buildings, and people disappeared.

This is the end of the world, Tom thought.



SHUTTERSTOCK.COM 

An Alaskan moose can weigh 1,600 pounds!

A Changed Land

A Changed Land


Finally, after about four-and-a-half horrible minutes, the shaking stopped.

But the terror continued. 

Soon tsunamis began crashing into Valdez and other towns. They pushed boats and debris into the streets. Oil and gas tanks exploded, causing fires that burned for days. 

The damage was enormous. Across Alaska, mountains had caved in. Monster waves had drowned forests. People worked to free others from collapsed buildings and crushed cars. 

In the end, 115 people died in Alaska. Valdez was especially hard hit. Thirty-two people died there. And soon came another shock: Valdez remained in serious danger. 

Scientists came to town after the quake. They studied the event. It turned out most of Valdez had been built on soft land. 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.

The horrible shaking lasted about four-and-a-half minutes. Then it finally stopped.

But the nightmare continued. 

Soon tsunamis crashed into Valdez and other towns. They pushed boats and debris into the streets. Oil and gas tanks exploded. This caused fires that burned for days. 

The damage was huge. Across Alaska, mountains had caved in. Giant waves had filled forests with water. People worked to free others from collapsed buildings and crushed cars. 

In the end, 115 people died in Alaska. Valdez was especially hard hit. Thirty-two people died there. And soon came another piece of bad news. Valdez was still in danger. 

Scientists came to town after the quake. They studied the event. It turned out most of Valdez had been built on soft land. When the shaking started, the ground melted away. That’s why the waterfront fell into the sea. 

And experts had a warning. It could happen again one day.



BEFORE THE QUAKE 

Valdez was a bustling town when the earthquake hit. This image was likely taken in the 1930s.

Anchorage, Alaska’s largest city, after the quake; and Kodiak, Alaska, after one of the tsunamis

A New Valdez

A New Valdez


The people of Valdez weren’t ready to give up. They came up with a plan to rebuild the town 4 miles down the coast. The ground was more solid and safer there. If another quake happened, it would likely be less destructive. Within two years, a new Valdez was born. 

Today Valdez is a bustling town. It has restaurants, a hospital, and a museum celebrating the town’s history. Some say it’s the most beautiful town in all of Alaska.

If you are lucky enough to travel there, you might meet Tom Gilson. After the shaking stopped, Tom made his way home. His family was safe. They helped rebuild Valdez in its new spot.

Tom is in his 70s now. He knows he was lucky to have survived the most powerful earthquake in U.S. history.

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

The people of Valdez weren’t ready to give up. They came up with a plan. They would rebuild the town 4 miles down the coast. The ground was more solid and safer there. If another quake happened, it might be less destructive. It took two years. Then a new Valdez was born. 

Today Valdez is a busy town. It has restaurants and a hospital. It has a museum showing the town’s history. Some say it’s the most beautiful town in all of Alaska.

If you are lucky enough to go there, you might meet Tom Gilson. After the shaking stopped, Tom went home. His family was safe. They helped rebuild Valdez in its new spot.

Tom is in his 70s now. He knows he was lucky. He lived through the most powerful earthquake in U.S. history.

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



VALDEZ TODAY 

Valdez was rebuilt 4 miles away on solid ground. Today it’s an active town where about 4,000 people live.

THINK AND WRITE CONTEST

Imagine you’re a reporter living in Valdez, Alaska, in 1964. Explain what happened the day of the earthquake in a paragraph, using descriptive details. Five winners will each receive a signed copy of I Survived the Great Alaska Earthquake, 1964 by Lauren Tarshis.* See our contest page for details. 

*Entries must be written by a student in grades 1-5 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. 

THINK AND WRITE CONTEST

Imagine you’re a reporter living in Valdez, Alaska, in 1964. Explain what happened the day of the earthquake in a paragraph, using descriptive details. Five winners will each receive a signed copy of I Survived the Great Alaska Earthquake, 1964 by Lauren Tarshis.* See our contest page for details. 

*Entries must be written by a student in grades 1-5 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. 

THINK AND WRITE CONTEST

Imagine you’re a reporter living in Valdez, Alaska, in 1964. Explain what happened the day of the earthquake in a paragraph, using descriptive details. Five winners will each receive a signed copy of I Survived the Great Alaska Earthquake, 1964 by Lauren Tarshis.* See our contest page for details. 

*Entries must be written by a student in grades 1-5 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. 


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Can't Miss Teaching Extras

Fascinated by natural disasters? Read “Beauty and Disaster,” a Big Read about a volcano that erupted on Hawaii’s Big Island in 2018—and terrified its local residents. 

For another story on a historical (and frightening) event, read “Our Beautiful Town is Gone” about the deadliest wildfire in California’s history. Then meet the heroic firefighters who protected and saved hundreds of people that day. 

Meet Sally, a 13-year-old who survived a horrible disaster—just like Tom Gilso! Read “This Is the End of Chicago!” to experience the Great Chicago Fire of 1871 through the eyes of a local. 

Travel back in time to another tragedy that affected hundreds of people in “America’s Deadliest Disaster”—a story about the Great Galveston Hurricane of 1900. 

 

Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

2. Close Reading

3. SEL Focus

4. Skill Building and Writing

5. Differentiate and Customize

Struggling Readers, Multilingual Learners, Advanced Readers, Creative Writing

1. Preparing to Read

Introduce the Text and Preview Text Features

  • Ask students to predict what this article will be about based on the headline, subhead, and illustrations on pages 4-5. Review the predictions after reading. 

Set a Purpose for Reading

  • Help students prepare to read the article by showing the Background Builder Slideshow. Ask students to adjust their predictions based on the information they learned in the slideshow.
  • Call on volunteers to read aloud the Think and Read box on page 4 and the Think and Write box on page 9.
  • Remind students to keep these prompts in mind while reading the story.

Introduce Featured Skill

  • Build off the Think and Read prompt by explaining this story’s featured skill: Author’s Craft. Encourage students to identify details the author uses to bring the story to life.

Introduce Vocabulary

  • Show or assign the Vocabulary Slideshow to preview challenging words. Then assign the Vocabulary Skill Builder before or after reading.

2. Close Reading

Reading and Unpacking the Text

 
  • Read the story as a class or have students follow along as they listen to the Read-Aloud.
  • Stop and use the Pause and Think questions at the end of each section for a comprehension check. Encourage students to go back to the text to support their answers.
  • Project or assign the Close-Reading and Critical-Thinking Questions. (Alternatively, use all or part of the Learning Journey Slide Deck.)

Close-Reading Questions 

  • Read the first section. Why is March 27, 1964, an important date in American history? March 27, 1964, is an important date in American history because it is the date of the most powerful earthquake ever to strike the United States. (key detail)
  • Read “A Brand-New State.” Why was Tom in such a good mood on the morning of the earthquake? Tom was in a good mood that morning because he had the day off from school. Also, the Chena was arriving in Valdez later in the day, and he knew the crew would probably give out candy to kids on the dock. (cause and effect)
  • Read “Underground Movements.” What descriptive details does the author use to bring the force and size of the tsunami to life for readers? The author uses details like “These waves can move at 400 miles an hour—twice as fast as a race car” and “Some are taller than 100 feet!” (author’s craft)
  • Read “Worse Than Any Nightmare.” The author writes “The Chena tossed and turned like a toy in a bathtub.” Why do you think she compares the Chena, which is a big ship, to a toy in a bathtub? The author compares a ship and a toy to show how powerful the earthquake was. Its force tossed the big ship in the water as if it were a small toy in a bathtub. This shows how strong the waves were. (figurative language, author’s craft)
  • Read “A Changed Land.” Which details from the section show how the earthquake caused damage to Valdez and other towns? After the quake, tsunamis pushed boats and debris into the streets. Oil and gas tanks exploded. These explosions caused fires that burned for days. (supporting details)
  • Read “A New Valdez.” What problem did the people of Valdez learn about their town after the earthquake? How did they solve the problem? The people of Valdez learned that their town was built on soft land. So if an earthquake happened there again, the land could crumble into the sea again. So they decided to rebuild the town 4 miles down the coast where the ground was safer and more solid. (problem and solution)
  • Look at the “Before” photograph on page 8 and the “Today” photograph on page 9 and read the captions. What do the photographs have in common? What is different? Both photographs show the town of Valdez. However, the photo on page 8 was taken in the 1930s, before the earthquake. It includes the waterfront destroyed by the powerful quake. The photograph on page 9 shows the modern town of Valdez as it looks today. It is an active town with a population of about 4,000 people. (compare and contrast, text features) 

Critical-Thinking Questions

  • Why do you think Tom says “Not a day goes by when I don’t think about the earthquake”? 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. (inference)
  • How did the people of Valdez show determination and cooperation after the earthquake? The people of Valdez showed determination because they did not give up and leave the town after the earthquake. Even though they were told that their town was still in danger, they decided to work together to build the town in a safer location. It took two years to rebuild the town, but now it is a busy place with a lot to do. (main idea)

3. Skill Building and Writing 

Featured Skill: Author’s Craft

  • Distribute our Author’s Craft: Descriptive Details Skill Builder and have students complete it in class or for homework. 
  • Discuss the writing assignment in the Think and Write box on page 9.

Differentiate and Customize
For Striving Readers

Have students read or listen to the Easier-level 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 Think and Write prompt on page 9.

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 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 effects. They might suggest scary, frightening, terrifying, tumbling, rocking, and so on.

For Advanced Readers

Have students compare and contrast “The Day Alaska Shook” with other Storyworks 3 nonfiction articles about natural disasters, such as “Beauty and Disaster” or “Our Beautiful Town Is Gone.” Ask students to write about what life was like before, during, and after these tragic events. How did the towns change as a result of the events? 

Text-to-Speech