Trouble Makers

Analyzing the Characters
Ongoing Activity
Grades 9–12
Language Arts, History, Economics
Small Group, Entire Class, Research, Discussion

Objectives

  • Students will identify the motivations of the strike breakers and the “trouble makers.”

Overview

“Learnin’ it all a time, ever’ day. If you’re in trouble or hurt or need – go to poor people. They’re the only ones that’ll help – the only ones” (377).

A major theme throughout The Grapes of Wrath is the concept of “I to we.” The Joad family and other migrants struggle against two seemingly opposite goals: to care for themselves and to care for other poor people like themselves; to be both part of a larger group and to ensure their own survival.

In this activity, students will examine the conflicting motivations that poor migrant workers like the Joads endured.

Relevant Sections

  • The “trouble makers:” Chapter 24 (331-345)
  • The Joads cross the picket lines: Chapter 26 (364-405)

Materials Needed/Preparation

  • The Grapes of Wrath
  • Optional: Trouble Makers organizer

Estimated Time

2 class periods

Procedures

Day 1

Warm up
  • Read 293-294
  • ~From “Tom said, ‘You know, ‘fore we lef’ home…’” (293) to “Nice frien’ly fella to work for” (294)
  • Journal
  • ~Why should Timothy and Wilkie help Tom?
  • ~Why should they not help Tom?
  • ~Is Tom right? Are Timothy and Wilkie “…cuttin’ [their] own throat…” (293)?
  • ~What would you do in Timothy and Wilkie’s place?
Activity
  • Divide the class into two groups
  • The two main groups can also be divided into smaller groups.
  • Group A: The Trouble Makers
  • ~Read/review 294-298 and chapter 24 (331-345).
  • ~Why did the trouble makers try to help the Association and the police? What was their motivation?
  • ~What was the purpose of the trouble they were trying to create in Weedpatch Camp?
  • ~Did they betray they “own folks” as Houston said (344)? Explain.
  • ~~Think about the concept of “I to we.” Are they thinking only of themselves? Or of the greater good?
  • ~What do you think happens to them when they leave Weedpatch? Is there any retribution by the Association or the police?
  • Group B: The Joads cross the picket line.
  • ~Read/review pages 364-405
  • ~Why did the Joad family cross the picket lines?
  • ~Did they betray their “own folks” when they did so? Explain.
  • ~Think about the concept of “I to we.” Are they thinking of themselves? Or of the greater good?
  • ~Predict what happens to them after chapter 26. Do they focus on their own family more, or will they still help others as they did the Wilsons? Explain.
  • ~Predict what will happen to Tom.

Day 2

  • Option: present findings
  • ~Each group presents their findings to the class.
  • ~Discuss the findings. Ideally reference other scenes from the novel.
  • Option: debate
  • ~In their groups, students debate whether or not the trouble makers and the Joads betrayed their “own folk.”

Post Activity/Takeaways/Follow-up

Takeaways

  • Students will look at these two seemingly different groups of people (the trouble makers and the Joad family) and understand that they were under the same pressures.

Follow-up

  • Return to student predictions after the end of the novel.
  • Did their predictions come true?

Post Activity

  • Homework/writing assignment
  • Option: write a scene where the trouble makers return to whoever paid them to cause a disturbance in Weedpatch Camp.
  • ~How are the trouble makers treated?
  • ~How do they react?
  • Option: write a scene that predicts what will happen to Tom. Does he go into hiding? Does he become a labor leader? Does he take Casy’s place?

Extensions

  • Read “The Raid” in The Long Valley
  • How does this story compare to Casy’s group outside Hooper Ranch.
  • Read Chapter 7 of The Harvest Gypsies
  • After reading Steinbeck’s solutions to the problems faced by California and migrant workers, sketch out your own solutions.

Assessment

  • Students should be assessed based on the evidence they provide from the novel.
  • Students should demonstrate a clear understanding of the economic and social forces pushing the trouble makers and the Joad family to make difficult decisions.

Common Core State Standards Met

  • Reading Standards for Literature 6-12
  • ~Key Ideas and Details: 1, 2, 3
  • ~Craft and Structure: 4, 5, 6
  • ~Integration of Knowledge and Ideas: 7, 9
  • ~Range of Reading and Level of Text Complexity: 10
  • Reading Standards for Informational Text 6-12
  • ~Key Ideas and Details: 1,2,3
  • ~Craft and Structure: 4,5,6
  • ~Integration of Knowledge and Ideas: 7,8
  • ~Range of Reading and Level of Text Complexity: 10
  • Writing Standards 6-12
  • ~Text Types and Purposes: 2
  • ~Range of Writing: 10
  • Speaking and Listening Standards 6-12
  • ~Comprehension and Collaboration: 1, 2, 3, 4
  • ~Presentation and Knowledge of Ideas: 4
  • Language Standards 6-12
  • ~Conventions of Standard English: 1, 2, 3
  • ~Knowledge of Language: 3
  • ~Vocabulary Acquisition and Use: 6
  • Reading Standards for Literacy in History/Social Studies 6-12
  • ~Key Ideas and Details: 1, 2, 3
  • ~Craft and Structure: 4, 6
  • ~Integration of Knowledge and Ideas: 8, 9
  • ~Range of Reading and Level of Text Complexity: 10
  • Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
  • ~Text Types and Purposes: 2
  • ~Production and Distribution of Writing: 4, 5

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