Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

CHAPTER 17: MIGRANTS WE

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“they had all come from a place of sadness and worry and defeat, and because they were all going to a new mysterious place, they huddled together they talked together; they shared their lives, their food, and the things they hoped” (264).

“twenty were one” (264).

The power of we…

Unus pro omnibus, omnes pro uno!

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“Every night relationships that make a world, established; and every morning the world torn down like a circus” (265).

Us vs. them

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

What rights must be followed i.e. right of privacy in the tent, to refuse help or accept

What rights “are monstrous and must be destroyed” i.e. seduction or rape, theft, murder etc. (265)

New Society is forming

Developing their own world slowly with laws and leaders.

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Ostracism Quick and murderous fight If you break the laws then

there is “no place in any world, no matter where created” for you (266).

Two Punishments

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Farm men become migrant men. “Thus they changed their social life–

changed as in the whole universe only man can change (267).

We… unit… family

Change is coming…

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“Maybe, the thought, maybe we sinned some way we didn’t know about” (271).

What are they feeling? Why are they even thinking this?

Families are united, but at night they wonder…

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“Ten-Cent Cotton and Forty-Cent Meat” “Why Do You Cut Your Hair, Girls” “I’m Leaving Old Texas” sang before the

Spaniards came, only the words were Indian then. What does Steinbeck mean?

Why do you think all cultures find themselves drawn to music? What can we learn through music?

Music brings them together

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“Look out for the desert. See you don’t get hung up. Take plenty water, case you get up” (273).

How has nature impacted the migrants lives so far?

What could Steinbeck be foreshadowing in this chapter?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Chapter 18: The Desert

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Joads travel into ArizonaWhy would the border guard ask

them about plants?What danger could the migrants

having plants pose?“Go ahead, but you better keep

moving.”

“Got any plants?”

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Water grew scarce…had to be bought even survival costs money now

Flight from the sun and the drought

Man vs. Nature

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Granma still going nuts Uncle John not impressed with California’s

prosperity so far Tom worried about crossing the desert Pa wants to get to California to work

because they only have $40

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Tom notices the “tough mountains” and thinks it “murder country” (278).

Noah wants to lay in the water forever without a care in the world

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“But at leas’ we can starve to death with folks we know. Won’t have a bunch a fellas that hate us to starve with” (279).

“She’s a nice country. But she was stole a long time ago… the lan’s layin’ fallow. But you can’t have none of that lan’. That’s a Lan’ and Cattle Company… You go in there an’ plant you a little corn, an’ you’ll go to jail” (279).

MAN AND SON

Greed vs. hungerWant vs. need

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Law enforcement pushes them around Okie= “dirty son-of-a-bitch” (280) 300,000 of our people there- “an’ livin’ like

hogs, cause ever’thing in California is owned” (280)◦ Owners will hang onto their land no matter how

many people they kill or hurt– fear losing their land, power, and money.

“Okie”

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Can’t touch anything because they’ll kill you.

No land to own Only unsteady

work

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Newspaper owner has a million acres.

Bullet proof car, scared he’s going to die

Shows greed: the disease of capitalism

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Casy- “If he needs a million acres to make him feel rich, seems to me he needs it ‘cause he feels awful poor inside hisself, and if he’s poor in hisself, there ain’t no million acres gonna make him feel rich, an’ maybe’s disappointed that nothin’ he can do’ll make him feel rich– not rich like Mis’ Wilson was when she give her tent when Grampa died” (282).

I vs. We

Richness in universal soulMoney vs. intrinsic wealth

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Can’t leave His place is in nature,

no place for him in man’s world

River= life Here the river is mirage Thinks he’s safe and

can’t die by a river, but it’s different here…

Noah and the River

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Noah leaves the family at the river before the desert.◦ Sense of loss?◦ "You know how it is, Tom. You know how the folks are

nice to me. But they don't really care for me." The Wilsons are unable to make the crossing.

◦ Sairy Wilson’s goodbye to Ma and Casy Grandma’s Death

◦ Grandma dies on the crossing over the desert.◦ Really dies with the passing of Grandpa◦ Grandma’s Death as rebirth of the family? All the

money spent, new beginning for those who can

Departures

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Ma talking to Roseasharn, “They’s a time of change, an’ when that comes, dyin’ is a piece of all dyin’, and bearin’ is a piece of all bearin’, an’ bearin’ an’ dyin’ is two pieces of the same things. And then things ain’t lonely any more. An’ then a hurt don’t hurt so bad, ‘ause ita in’t a lonely hurt no more” (286).

Circle of life

We-universal soul

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Jehovah’s witness wants to pray over Grandma

Why doesn’t Ma want them to come in?

Woman in torn black dress

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

He’s rude. Represents prejudice of the law enforcements, injustice.

Ma’s strength: “Mister, you got a tin button an’ a gun. Where I come from, you keep your voice down” with a skillet in hand, causing him to reach for his gun (291).

“Go ahead… In my country you watch your tongue” (291).- fearless, asking for respect.

Scares him off

Deputy comes…

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Ma feels like she can’t think anymore

So much else to worry about, no time to think

Power in confusing people keep them struggling to survive. ◦ No time to think about why it’s

wrong.

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Service station boy says Joads got more nerve than him to cross the desert in a jalopy

Tom- “It don’t’ take no nerve to do somepin when there ain’t nothin’ else you can do” (301).

What is courage?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Got no sense and no feeling They ain’t human If they were human, they couldn’t stand to be so

dirty. Compares them to gorillas.How are these two working class boys feeding into

stereotypes. Is this an example of racism or regionalism? Do we see this today?

Boy and Laborer’s thoughts on “Okies”

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Uncle John- “Feelin’ I’m bringin’ bad luck to my own folks.”

Casy- man’s got to do what he’s got to do. “Nobody got a right to mess with a fella’s life… A fella build his own sins right up from the ground” (306).

Uncle John and Casy’s Discussion

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

-Ma tells them that Granma died, but she did not want to stop for Granma

doing so would have stopped the family from getting to California and their chance for survival.

-Tom eases Ma’s guilt saying they wouldn’t have made it anyway.

When the Joads reach California, how is their success compromised? Why did not Ma stop for Granma? What does Tom say is the reason for Grampa and Granma’s deaths?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

◦ "John, there's a woman so great with love- she scares me. Makes me afraid an' mean."

◦ She can’t bear the emotion—refuses to let Tom touch her afterwards

Faith That Her People, Her Family Will Survive◦ Why, Tom- us people will go on livin' when all

them people is gone. Why, Tom, we're the people that live. They ain't gonna wipe us out. Why, we're the people-we go on.“

Death of Grandma—Ma’s courage and love for the family.

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“A rattlesnake crawled across the road and Tom hit it and broke it and left it squirming” (314).

What does this represent?Considering that the Joads have

to pay $40 for Granma’s burial, which means they have “to start clean” how could the killing of rattlesnake be symbolic?

Rattlesnake

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Chapter 19:History of California

Money/Ownership DehumanizingWant and Need

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Read first two pages to yourself. What is being described. What are the farms an example of?

Activator:

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Mexicans originally owned Americans stole it Individual farmers owned it and

overproduced crops◦ lost money because they had no business sense

Bank owned it◦ As time went on “the farms grew larger and the

owners fewer.” ◦ Okies want land and foodland not used=sin.

What’s the story of the land?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Squatters farm owners began to lose love for land

Land become market deal, “crops were bought and sold before they were planted” (316).

“all their love was thinned with money” No longer farmers but “little shopkeepers of

crops, little manufacturers before they can make.”

Sickness of Capitalism

Theme of inhumanity

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Power creates monsters Poverty creates less than humans

◦ Strips people of their rights

Absolute power corrupts absolutely

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

The migrants are described as ants “scurrying for work, for food, and most of all for land” (317).

Migrants= ants

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

The migrants are seen as subhuman by all the people they encounter. They are defined this way, limited, and feared.◦ The owners fear their strength if they come together◦ The residents fear their willingness to work so cheaply

Ironically, the greatest hatred comes from fear of their strength◦ “…the owners hated them because the owners knew they were

soft and the Okies strong, that they were fed and the Okies hungry; and perhaps the owners had heard from their grandfathers how easy it is to steal land from a soft man if you are fierce and hungry and armed.”

◦ “Them goddamn Okies got no sense and no feeling. They ain't human. A human being wouldn‘t live like they do. A human being couldn't stand it to be so dirty and miserable.”

Contrast with Steinbeck’s powerful portrayals of the family’s humanity.

The Okies

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Sin to Okies to let the fields sit unused

Even worse were guards that would not let man “pick an orange for a thin child, oranges to be dumped if the price was low” (319).

Why would they dump the oranges?

Fallow Fields

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Disorganized, semi-permanent camps on the edges of towns. Shanty towns.

Named After President Herbert Hoover As many as 500,000 people lived in these

conditions in California The Hooverville that the Joads encounter

offers a stark warning about the conditions they are likely to encounter as they continue their journey.

Hoovervilles

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“How can you frighten a man whose hunger is not only in his own cramped stomach but in the wretched bellies of his children? You can’t scare him– he has known a fear beyond every other” (323).

These last few paragraph what is Steinbeck foreshadowing? Why are these men dangerous?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Stealing milk for a hungry baby. Is that a crime? Know how the Fairfiel' ranch was got? I'll tell ya. It was all gov'ment lan', an'

could be took up. Ol' Fairfiel', he went into San Francisco to the bars, an' he got him three hunderd stew bums. Them bums took up the lan'. Fairfiel' kep' 'em in food an' whisky, an' then when they'd proved the lan', ol' Fairfiel' took it from 'em. He used to say the lan' cost him a pint of rotgut an acre. Would you say that was stealin'?

Well, it wasn't right, but he never went to jail for it. No, he never went to jail for it. An' the fella that put a boat in a wagon an'

made his report like it was all under water 'cause he went in a boat- he never went to jail neither. An' the fellas that bribed congressmen and the legislatures never went to jail neither.

What makes a crime?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

1) When property accumulates in two few hands it is taken away

2) When a majority of people are hungry and cold they will take by force what they need

3) Repression works only to strengthen and knit the repressed or oppressed

3 Cries of History

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

So they take their money and use it “for arms, for gas to protect the great holdings, and spies were sent to catch the murmuring of revolt so that it might be stamped out” (325).

What are they trying to stamp out? Was by weapons their only course of action?

Owners constantly trying to repress the people

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

“The great owners formed associations for protection and they met to discuss ways to intimidate, to kill, to gas. And always they were in fear of a principal– three hundred thousand– if they ever move under a leader– the end. Three hundred thousand, hungry and miserable; if they ever know themselves, the land will be theirs and all the gas, all the rifles in the world won’t stop them” (325).

Is an uprising inevitable?

Core Value: Higher order thinking skills21st CLE: Students should communicate clearly and effectivelyEQ: How did the time period in which the work was written affect how and why it was written?Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction

Our people are good people; our people are kind people. Pray God some day kind people won't all be poor. Pray God some day a kid can eat. I love you

And the association of owners knew that some day the praying would stop.

And there's the end.

What’s the importance of the closing paragraphs?