Summer

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Consider the institution of marriage. How do traditional interpretations of marriage connect with gender roles? In which ways has the institution of marriage changed from the early 20th century to contemporary society?

Teaching Suggestion: This Short Answer question invites students to consider the institution of marriage in relation to the societal expectations of men and women. Until the mid-to-late 20th century, marriages were typically depicted as heterosexual, oftentimes depending on family approval and class distinction. Factors such as The Disparity Between Social Classes were deterrents to potential matches, as love was not the primary desired outcome of marital unions. Wharton’s novel touches upon this theme, along with the evolution of The Rights of Women in the private and public sphere, as she explores the connection between love, sex, security, and stability in early 20th-century society. As students begin brainstorming, consider starting with a discussion of marriage in general. Students might discuss any weddings they have been to or are familiar with from history or pop culture, and they could talk about the differing roles and traditions in ceremonies.

• This article from highlights the differences in gender roles in the 19th century.
• This article from Historic Denver discusses the evolution of the expectations of marriage and infidelity.

2. Consider the Gilded Age and the Progressive Era in late 19th century and early 20th century US society. How did the economic and political agendas of these periods shape social expectations?

Teaching Suggestion: This Short Answer question invites students to consider the novel’s historical context of the Gilded Age (~1877 to 1900) and the Progressive Era (~1900 to 1920). Although the novel was written in the later part of the Progressive Era, Wharton’s social milieu of Gilded Age wealth and high society informs her characters. The decades of Progressive Era, which were responsive to the amassment of wealth from conglomerate companies during the Gilded Age, focused on supporting the working rights of marginalized communities to tackle the growing Disparity Between Social Classes. In Wharton’s novel, Charity challenges many social gender norms as she navigates womanhood. Some students may not have background knowledge of the Gilded Age or the Progressive Era prior to this discussion. If this is the case, consider reviewing the content below as a class or assigning group research tasks to similar resources.

• “The Gilded Age” - This article from History.com discusses the years between the civil war and the turn of the 20th century.
• This timeline from the Library of Congress provides a plethora of resources regarding the Progressive Era.

Short Activity

Although women received the right to vote in the US in 1920, the women’s rights movement was active for nearly a century prior. Working in small groups, research one activist of women’s rights in the 19th and 20th centuries. How did this person advocate for The Rights of Women? In a brief presentation, share your findings, along with any applicable photographs, videos, excerpts, and visuals.

Teaching Suggestion: This Short Activity invites students to consider the theme of The Rights of Women in the context of a group exercise. To provide helpful background information, consider discussing events from this time period so students have a stronger understanding of the society and the world these women lived in. You might ask students to create a related timeline or collect historical photographs as a take-home assignment in anticipation of this activity. Students may use the links below to explore some of the notable female activists and their work in the US.

• This article from the National Women’s History Alliance discusses the history of the women’s rights movement in the US.
• This resource from The Mount, Edith Wharton's home, provides background information on author Edith Wharton.

Differentiation Suggestion: For a more advanced class, the following question may be added to the above prompt for either group work or an extended in-class discussion: In which ways was Wharton a contributor to The Rights of Women during her time? How did her social class affect her activism? Alternatively, students with executive function differences may benefit from a list of women’s rights activists to choose from.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Consider the representation of women in contemporary media and literature. What are some of the social expectations for women as they mature from adolescence into adulthood? How are these expectations linked with gender roles and social norms? How do these expectations affect you?

Teaching Suggestion: This Personal Connection Prompt invites students to consider all three of the novel’s themes of Coming of Age, The Disparity Between Social Classes, and The Rights of Women in the context of their personal experiences. Students may touch upon ideas such as social expectations of reproduction and/or motherhood, cisgendered and heteronormative standards of femininity, the expectations of women in partnerships and marriages, and lived experiences of sexism in the public and private spheres. Please note: This question may be triggering for some students. If this is the case, you might give students the opportunity to answer the following questions instead: How do you feel you are represented in society? What is expected of you as you grow into adulthood? This Personal Connection Prompt directly links to the Discussion/Analysis Prompt.