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

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 16- THE TERROR BETWEEN

TOWNS

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-in2) Quiz3) Chapter 16 Notes4) Summarizer- “I’m Bolsheviky”

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

Write a reflection paper, focusing on what we discussed in class. What do you believe are some serious issues that as a society we are facing? What can we do to ameliorate them? What is our responsibility? Consider the arguments that you have heard in class, as well as the arguments that Steinbeck makes.

You may work with a partner on this.

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

Quiz Chapter 161. What do Rose of Sharon and Connie plan to do

when they get to California?

2. Who does Tom think should take the Joad car?

3. What does Casy say he’ll do once he stops preaching?

4. Who is the one-eyed man? 

5. What does the ragged man tell the Joads about California?

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

Beginning…Joads and Wilsons

continue their “flight across the Panhandle, the rolling gray country” (222).◦ -from Oklahoma to Texas

The highway was “their home and movement their medium of expression” (222).

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

Rose a Sharon’s Dreams..Wants to live in the cityConnie-study radio and have his own

storeDoctor for when the baby’s bornWho else in the story dreamed about

taking correspondence courses?

Ma knows when Al speaks that “it was all a dream” (225).

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 con-rod bearing went on the Joad’s truck.

Who thinks it’s his fault?Ma reassures him saying, “You done

ever’thing right,” but there is fear in her voice (226).

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

Terror between Towns…Tom says that they need

a part and that they have to go back to Santa Rosa because Albuquerque is 75 miles away

Tomorrow is Sunday… uh oh

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

Bad sign…Buzzard flew

above themPa scared they’ll

run out of money

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’s Plan…Wants to send everyone ahead in

the car, so they can start making money

Casy and Tom will stay and fix the truck

Ma’s worried that they’ll lose them, but Tom says “California ain’t the whole world” (229).

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’s Revolt“I ain’t a-gonna go” (229).Pa says she has to Ma grabs a jack handle and says “On’y

way you gonna get me to go is to whup me…An’ I’ll shame you Pa. I won’t take no whuppin’, cryin’ an’ a beggin….an’ I’ll knock you belly-up with a bucket (230).

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 wins!Tells Pa to go ahead and whup her, but

once he falls asleep “I’ll slap ya with a stick a stove wood” (230).

Pa didn’t lose it, “his hands hung limply at his sides” (230). Who‘s the real ruler of the roost?

“What we got lef’ in the worl’? Nothin’ but us”-Ma◦Iwe

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’s strength and dominant role; the weakness of the father

◦Reversal of traditional roles that dominated all of the families—demonstrates power of the transformation trip has caused

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 counts a hundred cars moving with them to CaliforniaCasy says it’s “like a whole

country is movin’” (136).

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

Foreshadowing What?

“They’s gonna come a thing that’s gonna change the whole country” (137).

Social consciousness

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

FencesTom- “I climb fences when I got fences to

climb” (237)Casy- “It’s the bes’ way. I gotta agree. But

they’s different kinda forces. They’s folk like me that climbs fences that ain’t even strang up yet– an’ can’t help it.”

-Casy is a leader or visionary.-he’s not fenced in yet,-but wants to start tearing down

walls

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…The heat might be getting to her“ain’t got no sense no more”

(238).◦Not speaking, not recognizing

anyone like a babyKeeps talking to GrampaOff the deep end?

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’s Ma scared about…She’s scared Tom will do

something wrong again.

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 believes in “just laying one foot down in front of the other” (241)

- doesn’t want to think about jail

- Doesn’t want to think about how it made Ma feel

- Just wants to deal with the present

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’s Memories of JailOnly will tell Al that jail

was a way to drive men nuts.

“somepin screwy about the whole idea a lockin’ people up” (241)- not natural

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

One-eyeBoss teases him, saying

he could marry his 19 y.o. daughter or go to a dance, but he’s just kidding. ◦Strips him of his dignity i.e.

Who else does this?He wants to get even

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 gives One- Eye a talking to…

Cover your eye, shower, people might like you then

If life gives you lemons, make lemonade i.e. “Ya full a crap. Why I knowed a one-legged whore one time…. She’s getting’ half a dollar extra” (245).

Stop making excuses

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 the significance of the jackrabbit getting hit? How does it tie into the story?

headlights light the road, and the rabbit does not want to move into the dark.

foreshadows that if migrant family cannot handle the unknown, they too will not be able to survive.

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

Trying to make camp…

It’s going to cost them 4 bits,but Tom says we’ll just use the

woods for free. The owner says no because the sheriff

would remove them…

Got a law about sleeping out of state and vagrants prejudice and I vs. 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

Manager says, “Don’t you have half a dollar”

Tom says he will need it for later.Manager- “Well we all got make a

livin’.”Tom- “On’ly I wish they was some

way to make her ‘thought takin’ her away from somebody else.”– 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

Grim Reaper- Example of what?

Near edge of the porch, “ragged man…black coat dripped tornstreamers…face black with dust, and lined where sweat had washed through” (257).

Laughs when Tom says he’s going to California

Ragged man is just coming back, thin.

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

Ragged Man ReturnsReturns from California because

“I’m goin’ back to starve. I rather starve toward all over at oncet” (257).

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

Ragged Man- bringer of bad news

Owners will go talk to 500 men, but they only need 200 because “The more fellas he can get, an’ the hungrier, less he’s gonna pay” (259).

Advice- ask them how much they’ll pay and get it in writing.

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 vs. ProprietorsProprietor- “Don’t you

go a-sassin’ me. I ‘member you. You’re one of these here troublemakers” (263)

Tom- “Damn right. I’m bolsheviky.” Allusion