48 pages 1 hour read

The Wife Of His Youth

Fiction | Short Story | Adult | Published in 1898

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Reading Context

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. What do you recall about the Reconstruction period in US history (1865-1877)? What were the goals and expectations of this era? Was Reconstruction considered successful? Why or why not?

Teaching Suggestion: This question orients students with the historical context of the late-19th century, during Post-Reconstruction in the American North. “Reconstruction” was the term given to the government program that supported war-torn Southern states. While the intent of Reconstruction was to rebuild the states’ economies and support people navigating life after Slavery, the reality was that Reconstruction legislature was largely ineffective. Many newly emancipated individuals did not have the means to leave their former enslaver’s properties and continued working for them as laborers. It might be helpful to remind students of the immediate history prior to the Reconstruction period, such as the Civil War (1861-1865), the Emancipation Proclamation (1862), and the assassination of President Lincoln (1865).

  • This article from Britannica discusses the successes and pitfalls of the Reconstruction era.
  • This article from MIT Press Direct explores the failures of Reconstruction.

2. Consider the differences between life for Black communities in the Northern and Southern states during the late-19th century postbellum period. How was life different in the North for people who were formerly enslaved compared to life for similar individuals in the South? What were some of the challenges they experienced?

Teaching Suggestion: This question supports students’ understanding of the sociological context of the story. Chesnutt’s characters are representative of an elite group of Black Americans who are able to “pass,” both in terms of Colorism as well as financially, as educated white people. However, the characters, like Chesnutt himself, are a minority; the majority of former enslaved people remained in the South in order to find work. It may be important to note that the differences between North and South were historically rooted in geography, as land in the North was rocky and difficult to till, whereas the soil in the South allowed for the development of plantations and the establishment of a labor system based on enslavement. In this vein, white communities in the North were not necessarily more hospitable than those in the South, but they did not grow around an economic system based on enslavement. Consider reading the first resource below aloud with the class to strengthen students’ understanding of the plantation system in America.

  • This article from National Geographic describes the plantation system in America and explores the relationship between agricultural prosperity, wealthy aristocrats, and the exploitation of enslaved people’s labor.
  • This article from PBS.org exposes misconceptions regarding emancipated people during the 19th century.
  • This article from National Park Service discusses the challenges that formerly enslaved people and Black American communities experienced in the North.

Short Activity

In the postbellum era of the 19th century, a number of Black Americans publicly advocated for issues affecting Black communities, including abolitionism, voting rights, and better living conditions. For this Short Activity, you will research and select one of these advocates to present to your classmates. Consider the following questions as you conduct your research: What was the background of this person? In which state did this person live? What did this person advocate for? What was the effect of this person’s work, particularly in the fields of Slavery and Colorism? Be sure to include relevant photographs, drawings, or other primary sources in your presentation.

Teaching Suggestion: This Short Activity invites students to research Black advocates in the postbellum era. Similar to the work of many abolitionist activists in the postbellum era, Chesnutt’s ending signifies the importance of not abandoning one’s community, particularly if the individual’s situation has improved considerably and can be used to enrich the community. Consider providing access to the first link below as a starting point for student research, which might be conducted in small groups. The second link provides an analysis of Chesnutt’s work, which serves as a segue into the “During Reading” section.

  • This article from History.com shares the stories of Black Americans who supported the Union.
  • This article from American Writers Museum discusses the background of Chesnutt’s work.

Differentiation Suggestion: For more advanced classes with a literary analysis approach, the focus of this Short Activity may shift toward advocates who were also writers and orators. Students can select a relevant piece of writing and share a summary of the work with the class, as well as an analysis of its impact during the time it was written. You might then ask students, “How does this piece of writing comment on the past, present, and future of race relations in the US?”

Personal Connection Prompt

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

What is “passing” in the context of race? How does this term apply to US history, particularly in the context of Colorism?

Teaching Suggestion: This question invites students to consider an important sociological term in US history. Historically, the concepts of race and class were strongly correlated, particularly during the centuries of Slavery. “Passing” became a form of navigation for those individuals who had lighter skin and could “pass” as white, thereby circumnavigating social barriers of the time.  Students may benefit from small group discussion about the terminology prior to completing personal responses.

Differentiation Suggestion: For visual and auditory processors, consider incorporating the representation of “passing” in the media. Students might select a book, film, or television show where the characters “pass” as another race and briefly summarize the plot. To help students strengthen their critical thinking skills, consider adding the following questions: What is the character’s motivation to pass? How does it affect this person’s life?

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