“The ground under him started to crumble apart. ‘Please, please, nooooooooooooooooo!’ Jackson screamed. But down he fell, helpless and terrified, into the darkness.”

Tarshis begins her work with a cliffhanger. Jackson’s terror at falling into the fissure in the road prompts readers to wonder what will happen to Jackson next. It also demonstrates the incredible power of this earthquake, as it tore open roads and caused towns to disintegrate into the sea.

“But each mistake taught Mom and Dad something new. And when they weren’t hungry or freezing or being devoured by bloodsuckers, they were falling more and more in love with each other—and with the wild land around them. Jackson was born two years later. He’d spent his whole life in the tiny cabin Mom and Dad had built about two miles from the river.”

Jackson’s reflections on his parents’ initial years in the wilderness add to the author’s theme of The Survivalist Mindset. By noting how the Barrett parents learned through their mistakes, the author highlights that survivalism is all about keeping an open mind and learning as you go. This passage also hints that Jackson shares this perspective since he has spent his “whole life” in the wilderness.

“No, living here wasn’t always easy. Their cabin had no electricity or running water; their toilet was a hole in the ground. The forest was filled with grizzlies and wolves. A person had to be tough to live in the bush—Alaska tough.”

Jackson prides himself on his survivalist upbringing, as his remote, off-grid cabin has none of the city’s modern conveniences. By facing the daily challenges of living in the woods, Jackson feels that he is “tough,” unlike the children living in cities.

“That’s why winter bears found their way to cabins, to humans. It was rare for a grizzly bear to attack a person. But winter bears were different. They would eat anything—or anyone—they could find.”

This frightening description adds suspense to the story, as Jackson and his parents must figure out how to safely scare off a hungry and agitated grizzly bear. This passage adds to the novel’s theme of the survivalist mindset as it shows that the Barretts must be ready to face such life-or-death challenges in their life in the woods.

“Jackson stared ahead as the cabin crumbled away inside the orange, twisting flames. Everything he and Mom and Dad owned was inside—not just the food, but clothes, Jackson’s homeschooling books and supplies, quilts Mom had sewn, furniture Jackson had helped Dad build.”

Jackson copes with the harsh reality of losing all his belongings in the cabin fire. This passage emphasizes the immensity of the challenge that Jackson and his parents now face, as they must start their home from scratch. The author uses vivid imagery in the phrase “the orange, twisting flames” to reflect how the fire was a destructive, uncontrollable force that ruined Jackson’s family’s home.

“‘You know what we have to do,’ Mom said in a low voice. ‘We have to get to work.’ Get to work. That was a Barrett family saying, almost like a prayer. It was what they said when something bad happened, when all you wanted to do was curl into a ball and give up.”

Tarshis adds to her thematic exploration of The Strengths of Family Bonds in Times of Crisis in this passage. By describing the Barrett family’s unified reaction to their tragedy—a saying akin to a prayer (“Get to work”)—the author portrays them as a close-knit and collaborative family.

“Get to work! His mind suddenly cleared. He’d stood up and slipped off his beat-up army backpack, which was packed with emergency supplies. A compass and flashlight in case he got lost. Emergency matches for building a fire. Moose jerky and dried blueberries for energy. A whistle to scare away threatening animals. A rope to lower himself down from cliffs. And a shovel…in case he ever got caught in a blizzard.”

Jackson’s reflection on his emergency in the woods shows how the family mantra has served him in the past. This passage shows that, like his parents, Jackson has the survivalist mindset and expects to use his smarts and work ethic to survive in difficult situations.

“Uncle Solly. Just hearing that name helped Jackson relax…Uncle Solly lived in a small cottage not far from the busy Valdez waterfront. Jackson felt like a prince as he took hot showers and used the toilet—which was inside the house! And the store-bought food! Milk. Eggs. Chips. Cookies. Ice cream. Jackson stuffed himself at every meal.”

By revealing the novelty of showers, toilets, and everyday foods like eggs and cookies, the author shows how Jackson’s life differs considerably from other children his age. This description sheds more light on Jackson’s perspective and foreshadows how he will deal with the ups and downs of living in Valdez, a community much different than his old life in the bush.

“Out the window, Jackson could see straight down the street to the waterfront. Fishing boats bobbed in the bright blue water. Across the harbor, a zigzag of sparkling mountains rose into the morning sky. It was pretty, Jackson thought. But he missed the pine trees that surrounded the cabin.”

By showing Jackson’s homesickness for his cabin and life in the forest, the author reveals the strong connection he feels to living off the land. This imagery also adds to the idyllic descriptions of Valdez, painting a picture of the calm before the coming storm. The contrast between the “zigzag of sparkling mountains” and Jackson’s longing for familiar pine trees emphasizes his feeling of displacement in Valdez.

“Jackson dropped his toast. ‘I can’t do that!’ he said. He’d never set foot inside an actual school. But he knew what it would be like: A grumpy grandma type as a teacher. Lessons so boring he’d fall asleep. Six hours a day stuck at a desk. Jackson was used to spending his days outside, always on the move. Going to school would be like being in jail!”

Jackson’s reaction to attending school highlights how different his expectations are from other children his age. Because Jackson is used to his parents homeschooling him and roaming freely while living off-grid, the author uses hyperbole to compare school to “jail” to describe how he feels confined and powerless by the new social environment. This negative thinking shows that school is an unfamiliar challenge to Jackson, which, unlike survival and outdoor challenges, he is not so open-minded about.

“That’s one of the main Alaskan Native Cultural groups, Jackson thought, thinking back to the books he and Mom had read about Alaska. There are many groups—Inupiaq, St. Lawrence Island Yupik, Yup’ik, Cup’ik, Athabascan, Eyak, Tsimshian, Tlingit, Haida, Sugpiaq…and each is different. They have different languages and customs, different myths and arts.”

On Jackson’s first day at school, he finds out that his teacher, Miss Lawrence, is Unangax, one of the many Indigenous groups of Alaska. This passage highlights the rich Indigenous cultures and groups throughout the state.

“Miss Lawrence put her hand on his shoulder as they walked back to the classroom. ‘You’ll feel better,’ she said. ‘First days are hard…’ ‘Thanks,’ Jackson said, breaking away. He knew Miss Lawrence was trying to be nice. But she didn’t understand. He wasn’t some spoiled town kid. He’d grown up in the bush.”

Jackson’s cold reaction to his teacher shows that being tough is an important part of his identity. By showing Jackson’s determination to be resilient, rather than “spoiled,” the author adds to her exploration of the survivalist mindset. The author highlights that Jackson’s upbringing has made him focus on being strong rather than admitting vulnerability, the latter of which he associates with “spoiled town” children.

“‘It sounds really fun!’ Leonor said. ‘Like a camping trip.’ Sure, Jackson thought. That’s what Mom and Dad had thought when they first got to the bush. Then they almost died ten times. But no reason to tell these kids any of that.”

Jackson keeps the harsh reality of off-grid life hidden from his curious and naive classmates. This passage highlights the differences between Jackson and his new classmates, which emphasizes why Jackson finds them difficult to relate to.

“‘Grizzlies are way bigger and stronger than wolves,’ Jackson pointed out. ‘One swipe of a grizzly’s paw can crack a skull, or slice open a wolf’s belly.’ ‘That’s gotta hurt!’ Chris said with a wince. ‘Poor wolves!’ Mary cried. ‘But here’s the thing,’ Jackson said, lowering his voice. It surprised him that the kids were so interested. ‘Wolves don’t fight alone. They fight as a pack. They stick together.’”

The author develops the theme of Individualism Versus Community. Jackson’s recognition that wolves can outsmart bears by working together shows that he understands the benefits of community in nature. This passage foreshadows his realization that he will also benefit from building strong friendships rather than always facing life alone.

“‘Jackson!’ he said as he was zipping up. ‘Want to come with us to Leonor’s?’ ‘She has the new Beatles,’ Nora said. ‘The new…beetles?’ Jackson asked, picturing shiny bugs inside a box. That made no sense. Leonor must have noticed he was confused. ‘They’re a band!’ She smiled. ‘The Beatles!’ How could he know that? And what a dumb name for a band!”

This passage grounds the story in 1964 by referencing the Beatles’ music. Jackson’s lack of knowledge of or interest in the band highlights his social isolation as a child of off-grid survivalists. This passage raises the question of whether he will try to fit in or remain more socially isolated from his classmates.

“He’d stand there feeling all confused, like a moose calf lost in the woods. What was the point of even trying to figure out what a Hula-Hoop was, or why this beetle band was so great? Soon he’d be back in the bush where he belonged. None of that stuff would matter. He’d never see these kids again.”

Jackson decides to keep to himself since he doubts that he will see his classmates again in the future. This passage reveals that while Jackson has a big sense of adventure, his social comfort zone is more limited. His classmates’ eagerness to connect with him and his unfamiliarity with their toys and cultural references overwhelm him. The simile comparing Jackson to “a moose calf lost in the woods” emphasizes his isolation and confusion in this new social environment.

“‘Yeah,’ Chris added. ‘He hates us.’ Jackson blinked, like he’d been slapped. ‘That kid’s weird,’ said another boy. ‘What’s with that backpack? Who carries an army backpack to school?’ Jackson stared at his backpack. ‘Don’t be mean,’ Leonor said. ‘Maybe he’d like us if we had fur and tails,’ Chris said.”

Jackson is shocked to overhear his classmates’ conversation about him. He realizes that they think he dislikes them, but really, he is shy and hesitant to begin new friendships. Jackson’s social troubles stem from the fact that he has only ever had his parents and Uncle Solly for companionship.

“Jackson remembered those scampering wolf pups he’d watched from the cliff last summer. That’s what these kids reminded him of. A wolf pack. He felt an ache in his chest—a lonely kind of ache. Wait…did he want to be part of their pack of kids? No, he thought, pushing the idea away. It was better to be on his own. But then why did he want to rush over to them?”

This passage adds conflict and tension to the story as Jackson grapples with the thought of rejecting his life of self-sufficiency and embracing new opportunities for community. By revealing Jackson’s inner struggle, the author shows how he is deliberating between individualism versus community. The metaphor comparing the children to “a wolf pack”—a key symbol in the text—highlights both his classmates’ close bond and Jackson’s feeling of being an outsider.

“He managed to stumble to the street. But then he fell again. And this time it was impossible to stand back up. The earth seemed to be alive—rising and falling, twisting and rolling. Jackson felt like he was trying to crawl across the back of a furious, thrashing monster.”

Jackson tries to protect himself as the earthquake rocks the town. This description captures the unpredictability and power of the earth as it threatens Jackson and Valdez. The author uses personification to describe the earth as something that is “alive—rising and falling, twisting and rolling.” This gives the earth human-like movement, which intensifies the sense of danger Jackson feels as he walks across the ground, described metaphorically here as “the back of a furious, thrashing monster.”

“If a fissure could open up, could it also slam shut? Could he be crushed? He had to get out of here! But how? He started to take off his backpack. Maybe he could signal with his flashlight. Or use his rope to somehow pull himself up.”

Jackson’s instincts to use his backpack and tools add to the theme of the survivalist mindset. Jackson’s reaction shows his work ethic and self-reliance, deepening his characterization as a hard-working and mature 11-year-old.

“Big, hot tears hung in the corners of Jackson’s eyes. He tried to brush them away. Be tough! he scolded himself. Get to work! But his panic only grew. Get to work. He said the words over and over to himself. But they just spun around in his mind like the wreckage churning in the harbor. Because what could he do? Mom and Dad had never prepared him for anything like this.”

Jackson’s reaction to his injury adds drama to the story as he tries to consider his options and make the best of his situation. This passage reveals the limitations of Jackson’s upbringing, as the earthquake feels like an insurmountable problem on his own. The repetition of, “Get to work,” depicts Jackson’s frantic inner voice, showing how the family mantra that was once a source of strength now feels hollow in the face of Jackson’s current situation. The author also uses the simile, “like the wreckage churning in the harbor,” to mirror his mental state. It emphasizes how Jackson’s thoughts are as scattered and chaotic as the destruction visible in the harbor.

“Chris turned around so that his back was to Jackson. He was ready to run away from here. Of course he is, Jackson thought. But he didn’t take off. He lowered himself down right in front of Jackson. ‘You can ride on my back,’ he said. The next thing Jackson knew, Leonor and Mary had taken hold of his arms. They gently pulled him up.”

The kindness of his classmates shocks Jackson, who is grateful for their help. By revealing how his friends helped him when he needed it the most, the author adds depth to the theme of individualism versus community, underscoring that even skilled, self-sufficient people need good friends.

“As they headed away from the harbor, Jackson turned and saw his backpack lying on the ground. ‘Wait—’ he started to say. But he stopped himself. There wasn’t time to go back. And besides, what he needed right now wasn’t in that backpack. He tightened his grip on Chris. He looked at Leonor. He felt Mary’s and Nora’s hands on his back.”

In this passage, Jackson realizes that he needs to be vulnerable and accept help rather than clinging to his old ways of always doing things alone. By leaving his backpack behind, Jackson shows that he is willing to put his life in his friends’ hands. This gesture shows that Jackson has realized the importance of relationships, adding to the author’s theme on individualism versus community.