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

Extra Credit for Chapters 12-22

Add to your PowerPoint on Chapter 22

-Analysis of Chapter 14-find a song that represents

this chapter, explain why-Symbolism of the Ragged Man

(Chapter 16)-Answers to Study Guide Questions

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. What do the man and woman in the movie pretend to be? 

2. Name the three instruments that the migrant people play?

3. On Saturday, what event are the people excited about?

4. Why aren’t the migrant peoples’ children happy in the schools?

5. Why doesn’t the pretty blonde girl go to the dance with Al? 

6. When men ask Rose of Sharon to dance, what does Ma say?

Bonus: Why are so many crops being wasted?

Quiz Chapters 23-25

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

Agenda

1) Check-in

2) Notes on Chapters 23-25

Homework: Lesson 7 TestWork on PowerPoint Due by

Midnight Tomorrow

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

Looking AheadDate Assignment

10 SAT Lesson 7; PowerPoint due

11 Veteran’s Day; No School

14 Grapes 26; FWA 2.1 Due

15 Grapes 27-28; Assign Essay 2 (FWA 2.2), due 11/29

16 Grapes 29

17 Grapes 30

18 Alphabet Soup Lesson 9 (Notice, 8 is skipped!)

22 TEST – Grapes 23-30

23 “-isms”… Discussions

24 Project Day

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 23- Looking for Pleasure

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

Who doesn’t love a story?Story 1: Describe the scene

that the soldier relates at the beginning of Chapter 23

“You pick him up– an’ eatin’ him don’t never make it up to you, ‘cause you spoiled somepin in yaself, an’ you can’t never fix it up” (445)

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

Story 2: Movie with two rich people who are pretending to be poor and go to jail because “they git caught at some kind of radical meetin’ but they ain’t radicals” (446).

Steinbeck states that “the jail keeper he’s mean to ‘em ‘cause he thinks they’re poor” (446). Why did the jailer act that way is it because they had no money or because of their social status?

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

Why do we like movies? Consider this quote in relation: “I was to a show oncet tht was me, an’ more’n me; an’ my life, an’ more’n my life, so ever’thing was bigger.

‘Well, I get enough sorrow. I like to get away from it” (446).

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

If a migrant has a little money, he can do what? Explain his actions.

Considering this quote “Death was a friend, and sleep was death’s brother,” how would you describe the migrant’s mental state ( 447)?

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

“You can do anything with a harmonica… You can mold the music with curved hands, making it wail and cry like bagpipes, making it full and round like an organ, making it as sharp and bitter as the reed pipes of the hills” (448).

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

Why is Steinbeck talking about instruments?

Harmonica- you learn through experience and practice

Guitar- your father teaches you, until you can play better than him

Have to listen and figure it out yourself- secret

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

All three together do what?How’s this relate back to manself (creativity + passion)?

As the song plays the migrants have “to move close. They can’t help it” (449).

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

Why was the preacher pacing “like a tiger, whipping the people with his voice,” making the people grovel (450)?

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 24: THE DANCEEzra Huston, Chairman, and the 5

men on the Central Committee meet. How are they getting ready for the dance?◦12 men guarding the fences to make sure

no outsiders get in, but they are not to hit anyone

Willie Eaton- entertainment chairman. Has 25 committee members for the night, instead of 5, to keep an eye on things. Ezra reminds him to make sure they don’t hurt anybody. Why?

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

Why do the business owners dislike the government camps?

“You give them goddamn Okies stuff like that an’ they’ll want ‘em. An’ he says, ‘They hol’ red meetin’s in them gov’ment camps. All figgerin’ how to get on relief” (455). Does this sound familiar?

What causes prejudice?

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

“‘I mean relief– what us taxpayers puts in an’ you goddamn Okies takes out.’‘We pay sales tax an’ gas tax an’ tobacco

tax. Farmers get four cents a cotton poun’ from the gov’ment ain’t that relief? Railroads an’ shippin’ companies draws subsidies– ain’t that relief?”

Rich think they deserve it, but who picks the crops and does the work?

Where’s the equity?

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 is a vagrant? How is it dangerous?

The tubby man says, “This here’s the United states, not California” (456). What’s the significance of this quote?

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 is this foreshadowing?

Huston says “Why can’t they let us do it [stay put] ‘stead of keepin’ us miserable an’ puttin’ us in jail? I swear to God they gonna push us into fightin’ if they don’t quite a-worryin’ us” (436).

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

Black hat says, “They’ll git hungry men. You can’t feed your fam’y on twenty cents an hour, but you’ll take anything. They got you goin’ an’ comin’. They jes’ auction a job off. Jesus Christ, pretty soon they’re gonna make us pay to work” (462).

What is he talking about?

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

School

Why do Black Hat’s kids hate school?

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

Pa says he has to take the job, even though Black Hat says the owners will just keep dropping their wages, adding, “It’s bad enough to work twelve hours a da day an’ come out jes’ a little bit hungry, but we got to figure all a time, too. My kid ain’t getting’ enough to eat. I can’t think all the time, goddamn it! It drives a man crazy” (463).

“The circle of men shifted their feet nervously”… why is this important?

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

Why are the dances important? What does it allow the migrants to have because they can invite their friends to the dance?

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

Jule’s “injun blood smelled” what?

Why does he wish that he was a full Indian?

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 boy tells Huston that “They’s a car with six men parked… They got guns” (465). What are they doing?

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

Why does “shrill whistle sound” (468)?The cops don’t need a warrant if

there’s what?

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

Huston talks to the boys and says you “Don’t knife your own folks… boys, put ‘em over the fence. An’ don’t hurt ‘em. They don’t know what they’re doin” (470). How does this represent the universal soul?

Why did the boys do it?

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

When pa says, “They’s change a-comin. I don’t know what. Maybe e won’t live to see her. But she’s a-comin’. They’s a res’less feelin’. Fella can’t figger nothin’ out, he’s so nervous,” what is he foreshadowing(471)?

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

Black Hat’s story about Akron, OhioShipped people in to work cheap, but they

unionized. Why did this upset the business owners? What did

all the business owners call them as they tried to run them out of town?

One Sunday, 5,000 marched with rifles and had their “turkey shoot” and there “ain’t been no trouble sence” (471).

Black Hat thinks that they should do what every Sunday?

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 25- Fallen Eden

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

Who are the “men of understanding and knowledge and skill”? Although these men have “transformed the world with their knowledge” how is their work ineffective?

“men of understanding and knowledge and skill” = educated men (scientists). perfect the crops, making the harvest

successful. economy cannot support their work

because it is too unstable. Their work is ineffective because the crops

never make it to market and go to waste. ( capitalism ruins their 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

“The decay spreads over the State, and the sweet smell is a great sorrow on the land. Men who can graft the trees and make the seed fertile and big can find no way to let hungry people eat their produce. Men who have created new fruits in the world cannot create a system whereby their fruits may be eaten. And the failure hangs over the State like a great sorrow.” What is it saying about politics and the economy of the California at the time? The economy has no base, so it cannot grow.

lack of work for the poor, causing problems for all classes goods cannot be sold because no one has money. economy will remain stagnant until there is a drastic change.

Politically shows faults in capitalism calling for a more socialist system?

collective soul theme in the novel; working and living as a community is much more effective that the motivation and greed of an individual.

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 waste described in the chapter is effective, memorable, and creates a vivid picture for the reader. Why is this description so effective? How does repeating the title make the chapter even more memorable?

We’ve seen starvation, malnutrition, and poverty repeatedly

Chp 25 introduces the surplus of food that is not sold.

waste and destruction of food while children starve?

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 title is repeated in the final sentence of the chapter: “In the souls of the people, the grapes of wrath are filling and growing heavy, growing heavy for the vintage.” -time for change is arriving, and the angry migrant families will fuel this change.

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

juxtaposition between waste and want ◦ Joads' are out of money and the children feel the

effects of malnutrition.fruit is destroyed when price is not high

enough for profit. prices are low because the largest growing

companies -- which are vertical operations owning their own processing -- decide to squeeze out the smaller growers by taking a profit only on the canning, depressing the unprocessed fruit prices (476).

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

Deadly irony◦technology has enabled the extraordinary production of food, but capitalism causes people to starve. The technologists have not been able to create a "system whereby their fruits may be eaten" (476).

◦destruction of produce and livestock in the midst of starvation.

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

There is a crime here that goes beyond denunciation. There is a sorrow here that weeping cannot symbolize. There is a failure here that topples all our success. The fertile earth, the straight tree rows, the sturdy trucks, and the ripe fruit. And children dying of pellagra must die because a profit cannot be taken from an orange. And coroners must fill in the certificates -- died of malnutrition -- because the food must rot, must be forced to rot (477).

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

Images of Eden The chapter opens with fertility, growth,

and promise. (Blossoms swell and grow, quickens, etc.)

Eden as perfect garden, full of all the things necessary for life—beauty and sustenance.

Human Perfectibility/Potential—ability to grow things, shape nature, even to improve upon it

Even the power to create in the hands of these men.

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

Fall from GraceSense of Decay Repetition of imagery of death. Adam

and Eve’s sin led to human mortality, this sin kills the people and the land

From perfection and life, humans can only create death

Smells of failure/regretProfit supersedes desire to use land in

a useful way

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

SinIt is a crime against nature and

man to put profit ahead of lives, to destroy the bounty of the earth for the sake of money

The sin spreads—the damage goes from the migrant workers to the small businessmen and farmers.

They have laid out the course of their own doom.

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

Anger The Grapes of Wrath—coming to fulfillment. The

vintage will be ripe soon—the anger will not be contained.

Connection to Julia Ward Howe’s 1862 “Battle Hymn of the Republic”—an American abolitionist song that argued that it was time to end the scourge of slavery.

Mine eyes have seen the glory of the coming of the Lord:He is trampling out the vintage where the grapes of wrath are

stored;He hath loosed the fateful lightning of His terrible swift sword:His truth is marching on.