The Grapes of Wrath: Irony and Tragedy
By Matthew Cox
Writer John Steinbeck got the 1939 Pulitzer Prize for his book called The Grapes of Wrath. He lives and travels with migrant workers in the late 1930 to understand their experiences. Tom Joad is the protagonist in the novel. He travels to California from Oklahoma with his family during the Dust Bowl. They look for work and abettor way of life. Like many other people from Oklahoma, they face discrimination by local farmers. For example, the Californians call them “Okies,” treat migrants harshly, and give them little money. Many laborers must live in Hoovervilles or government settlement camps. Hoovervilles are shantytowns named after President Herbert Hoover. The local farmers have their own issues including drought and not growing enough food to support them. Everyone in the Great Depression suffers due to economic hardship. Ironically, a big rainstorm floods the parched California farmland. The dike that holds the floodwaters back breaks and kills everyone including the Joads. John Steinbeck documents the plight of migrant workers from Oklahoma in his book, The Grapes of Wrath.
In 1936, John Steinbeck does research on people moving from Arkansas and Oklahoma to California during the Dust Bowl (Penguin Group). The next year, he tours areas hit by the disaster and travels with migrants on their way to the West. He writes about his experience in The Grapes of Wrath. Steinbeck publishes the book in 1939. This earns him critical acclaim and a Pulitzer Prize. However, many people are critical of both the harsh language and social issues that he addresses.
Teachers can do many things when preparing their students with reading. For example, they can look at photographs of poor farmers, migrant workers, areas hit by the Dust Bowl, and the like. This helps learners connect with the hardships that such people faced. Also, teachers can discuss the consequences of replacing unskilled workers with machines. Emphasize how the workers must find jobs. Instructors could also talk about the definition of family and what keeps it together. Using a roadmap to trace the route taken by the Joads helps pupils to visualize where they went. Keeping a response journal lets the class keep track of their thoughts, responses, and concerns about the story. Teacher can keep a similar record about the characters, the issues they face, questions the students might want to know, plot twists, major events, and the like. Also, educators must note the words that learners might have trouble with.
Teachers can do several things to help learners to understand the novel between chapters 1-11 in the section known as “The Land.” For example, they can ask the learners how the opening scenes suggest about the rest of the novel or family structure. Other aspects include how animals such as the land turtle play a role in the book. Students may be interested in ethical issues including the way Pastor Casey talks about sin and profanity. Also, they could analyze the power struggle between the small farm workers, and the bank and tractors. The characters have many struggles in life. For example, Muley the hunter is also the hunted. Tom Joad and his family must struggle to make ends meet as they are not able to get raise enough food for themselves. Also, pupils could be interested in the way the family members interact. For example, the generation of Tom and his family is different than those of Ma and Pa, or even the grandparents. As high schoolers learn how to make their own decisions, allowing them to analyze the choices that the Joads make will help with critical thinking. For example, they can discuss the options of staying in Oklahoma or going to California. Discussing how various members in the family feels will help the learners understand the choices that the Joads make.
Chapters 12-18 deal with the trip from Oklahoma to California in the second part known as “The Migration.” Describing the first tragic event on the way foreshadows future ramifications. Students would also like to know how the journey brings the Joads closer together. High schoolers may be interested in finding out the importance of Grandpa’s death and how Grandma takes it. Other people in the family act differently including Ma’s belief on “holding it” and Casey praying. People on the trip help each other. For example when the Joads meet the Wilsons, the notion of “I” changes to “We.” Chapter 15 implies different things about businessmen, waitresses, and truck drivers. When the car breaks down, it affects the way people relate. For example, Ma has a bad reaction. Tom and Al strain their relationship over it.
The Joads meet interesting people on their way. For example, they meet a one-eyed man in a junkyard has strong feelings about the owner. Tom gives him advice about dealing with him. The family meets a ragged man who tells Pa about California. The Joads have an interesting reaction. In general, the overnight camping changes a lot of people’s attitudes about going west. How does it renew the Joad’s strength to continue? The family’s first view of California is their first impression. Tom also hears two men from Oklahoma’s panhandle talk about their views on the Golden State. This leads Noah to leave and making Ma upset. People in California call the migrants “Okies.” Many people including the boys at the gas station in Needles in the west look down on people from Oklahoma. Pupils might enjoy learning about the symbolism in the desert. California changes the Joads perception of moving west. Both Grandma and Ma have different responses.
The third section known as “The Promised Land” has chapters 19-30. Once the Joads get to California, the farmers there do not like the migrants. Locals do not like the “Okies” because they feel that they will take their jobs or land away. As the learners about the way illegal or migrant workers to day are treated. Many people from Oklahoma must live in “Hoovervilles.” These are shanty-towns that poor people build. They are named after Herbert Hoover who many people criticize for not helping the needy. California, like other parts of the country, has economic problems too. Students might use an anticipation guide to compare and contrast how they felt about California before and after the Joads arrived. Inflation is high and wages fall. Many people do not unite because they are divided over political and social issues. Also, labor unions are not strong. The police mistreat the migrant workers. Casey attacks a deputy which shows that he does not always act Christian. The Joads face a hard life as the move from the Hooverville to a government camp. The students might also be interested in finding out the differences between the Hooverville and the government camp with critical thinking exercises.
Tom finds work on a farm. His supervisor is Mr. Thomas who treats Mr. Joad harshly. The farmer has the problems that many landowners in the 1930 face including: inflation and falling prices, drought, and migrants looking for jobs. Allowing the learners to create solutions for these problems might help them understand things from both the farmers and migrants’ viewpoints. Also, he needs people who know how to work farm machines including tractors and combines. The Joads do not know how to use these machines and are unskilled workers. Many people at this time turn against religion and the free market system. Communism and socialism become popular with needs people. Those who support this ideology are called “reds.” Discussing how communism appealed to needy people will help them understand why the philosophy is popular. Tom’s family leaves the government camp at Weedpatch because they are not getting the help they need. Working at the Hooper ranch is not much different. The Hoopers treat migrant laborers harshly and do not pay them well. Casey changes after the attack. He is not the humble Christian any more and acts violently to other people. The family moves into boxcars for shelter. Tom tries to break the family up by putting the children in orphanages. Ma does not like that idea. Although there is a drought, there is a heavy rain one night. The dike is important because it keeps the water from flooding the valley. Pupils may enjoy an essay writing exercise in which they explain the tragic irony of the dike bursting in the flood. Many people in the farming valley drown, including the Joads.
John Steinbeck documents the plight of migrant workers from Oklahoma in his book, The Grapes of Wrath. He wins the 1939 Pulitzer Prize for showing the harsh living conditions that such people must live and work in. Steinbeck lives and travels with the migrants as they escape from the Dust Bowl. He shows this experience through the eyes of the Joad family who move from Oklahoma to California to seek a bettor way of life. However life in the West is very harsh. Local farmers discrimination and treat migrant laborers harshly. Many people from Oklahoma live in poverty and make very little money. Many live in Hoovervilles which are shantytowns named after President Herbert Hoover. Others live in government camps which are not better. The California farmers have their own issues including drought and not supporting themselves with their crops. A huge rainstorm ends the story in tragic irony. It floods the valley and kills many of the migrant workers including Tom Joads family.
Work Cited
“The Grapes of Wrath by John Steinbeck.” Penguin Group. 2008 27. March 2008.
http://www.teachervision.fen.com/curriculum-planning/teaching-methods/3540.html?page=
