A Rose For Emily
A Rose For Emily
A Rose For Emily
Deep South
Nicole Gutiérrez
Objective:
Read, discuss, and write about William Faulkner’s “A Rose for Emily” and “Shingles for the Lord” to
deepen your understanding of the stories and to continue building the Cultural Imagination Diagram of
Yoknapatawpha County.
Instructions:
All discussions and analyses should be recorded in the group’s shared document, where every
member contributes equally to each line of action. This document will serve as the final record of
Every team member must have editing access to this document and should sign in with their
email each time they make a contribution, to make sure that the version history records their
input. Give the instructor editing access to the document as well for review and feedback
purposes.
how Faulkner’s stories mirror the evolving values of southern society after the Civil War).
1. Discussion and Theme Analysis: Begin by discussing the key themes in the selected short
stories. Consider how these themes relate to issues such as race, class, family, justice, and
tradition. Identify and explore any conflicts or tensions within the stories. After your discussion,
work together to form conclusions about the central themes and how they are conveyed through
Faulkner’s storytelling
In “A Rose for Emily,” the theme of tradition versus change is central. Emily Grierson, the protagonist, is a
relic of the Old South, clinging to the remnants of her family’s once-prominent status. The town’s evolving
social landscape contrasts sharply with her desire to maintain the status quo. This tension reflects the
broader societal changes occurring in the South during the post-Civil War era, highlighting the struggles
Conversely, “Shingles for the Lord” explores tradition through the lens of familial obligations and
community expectations. The protagonist, a young boy, grapples with the influence of his father and the
weight of religious expectations. The theme of tradition manifests in the conflict between personal desires
and societal pressures, illustrating the complexities of family dynamics in a changing world.
Family dynamics play a crucial role in both stories. In “A Rose for Emily,” Emily’s relationship with her
father is pivotal to understanding her tragic fate. His overbearing control leaves her unable to form
meaningful connections, leading to her eventual downfall. This raises questions of justice, as the
community grapples with their responsibility toward Emily and the consequences of her actions.
In “Shingles for the Lord,” familial expectations create a tension between the boy’s personal desires and
his obligation to uphold his father’s legacy. This conflict highlights the struggle for autonomy within the
family structure, raising broader questions about justice and the right to self-determination.
Race and class issues are intricately woven into both stories. In “A Rose for Emily,” the decline of the
Grierson family signifies the fall of the aristocratic class in the South, while the townspeople’s attitudes
reveal the racial hierarchies that persist despite societal changes. The character of Tobe, Emily’s African
American servant, serves as a reminder of the racial dynamics at play, representing both loyalty and the
“Shingles for the Lord” also touches on class, presenting a family whose economic struggles influence
their social standing. The protagonist’s father embodies the conflict between personal ambition and
societal expectations, reflecting the class tensions that permeate their lives.
2. Contextual and Socio-Historical Analysis: Investigate the historical and social context
surrounding Faulkner's work. How does the post-Civil War, Reconstruction, and early 20th-
century Southern society shape the events and characters in the stories? Consider the historical
accuracy, the depiction of social norms, and Faulkner’s portrayal of the South's transition through
this period.
The aftermath of the Civil War resulted in significant changes in Southern society, including the abolition
of slavery and the introduction of Reconstruction policies aimed at integrating formerly enslaved people
into society. However, this period was fraught with tension and resistance, as many white Southerners
struggled to maintain their social and economic dominance. Faulkner reflects this conflict through
characters like Emily Grierson in “A Rose for Emily,” who embodies the remnants of the Old South’s
aristocracy. Her isolation and tragic fate highlight the decline of the Southern elite in the face of social
change.
The tension between tradition and change is central to both stories. In “A Rose for Emily,” the Grierson
family’s former prominence symbolizes the old social order that is crumbling. Emily's refusal to adapt to
the changing times mirrors the struggles of many Southerners grappling with the loss of their social
status. Faulkner’s portrayal of this decline is historically accurate, as many families faced similar fates
The rise of industrialization and urbanization began to alter traditional ways of life, leading to a redefinition
of class structures and social norms. Faulkner’s characters often find themselves caught between the old
In “Shingles for the Lord,” the young protagonist’s struggle reflects the broader societal shifts occurring
during this time. The boy’s conflict with his father over the expectations of religious duty versus personal
ambition underscores the generational divide that was becoming increasingly pronounced in Southern
families. This dynamic illustrates the tension between individual desires and the weight of familial and
societal obligations, a theme that resonates with the realities of many Southern families during this
transitional period.
Faulkner’s depiction of social norms in the South is intricately tied to the historical context of the time. The
rigid class structures, racial hierarchies, and gender roles present in his stories mirror the societal
expectations of the early 20th century. In “A Rose for Emily,” the character of Tobe, Emily’s African
American servant, represents the complexities of race relations in the South. His loyalty to Emily contrasts
sharply with the systemic oppression faced by Black individuals during this period, highlighting the
Faulkner’s portrayal of women also reflects societal expectations. Emily Grierson is constrained by her
father’s control and the expectations of a patriarchal society, illustrating the limited roles available to
women in the South. The pressures on individuals to conform to societal norms often result in tragic
outcomes, as seen in both “A Rose for Emily” and “Shingles for the Lord.”
Reflect on the dominant cultural values of the time that are visible in these specific stories, such
as beliefs about race, family, or honor. Additionally, discuss the residual values—older cultural
beliefs and traditions—that persist despite social changes. How do these values conflict or
coexist in the stories, and what do they suggest about American society during this time? As a
group, update your Cultural Imagination Diagram in the forum by incorporating the new insights
from these two stories. Focus on how race, class, gender, tradition, and modernity are portrayed,
and reflect on how these elements add complexity to the shared cultural imagination of
Yoknapatawpha County.
In Faulkner’s narratives, race relations are framed through the lens of a deeply segregated society,
illustrated by the loyalty yet subjugated position of characters like Tobe. Today, while systemic racism
remains a significant issue, progress has been made in creating awareness and promoting equity.
Modern America faces ongoing debates around racial justice, highlighting both the progress and the
residual impacts of historical segregation. The dynamics in Faulkner’s stories remind us that the struggle
for equality is embedded in long-standing social structures that persist in different ways.
The importance of family is a prevailing value in both stories. In “A Rose for Emily,” Emily’s relationship
with her father shapes her identity and choices. The family legacy burdens her, highlighting the societal
expectation to uphold one’s family honor. Faulkner writes: “She was a Grierson, and she carried a heavy
Faulkner’s stories portray women bound by patriarchal norms, as seen in Emily’s constrained life shaped
by her father’s authority. While modern America has made significant strides toward gender equality,
traditional gender roles persist, especially in certain regions or cultural groups. The expectation for
women to conform to societal norms, though less overt, can still impact opportunities and autonomy,
Faulkner’s works showcase a society conflicted between the past and a changing present, evident in the
resistance to social evolution. Similarly, in today’s America, there is an ongoing tension between
progressive ideals and those holding onto traditional values. This conflict is particularly visible in debates
over social policies, cultural identity, and political polarization. The nostalgia for a perceived "better past"
clashes with modern views on equality, technology, and social change, mirroring the tension Faulkner
While the American South Faulkner wrote about has transformed significantly, the stories’ themes
resonate with current societal challenges. Issues of race, class, gender, and the balance between
tradition and progress still shape American discourse. Faulkner’s depiction of the coexistence and conflict
of cultural values provides a framework for understanding how historical legacies continue to influence
modern life, inviting readers to reflect on the complexities of identity and societal evolution.
References:
Faulkner, W. (1930). A Rose for Emily. In Collected Stories of William Faulkner. Random House.
Faulkner, W. (1943). Shingles for the Lord. In Collected Stories of William Faulkner. Random House.
Bleikasten, A. (1990). The Ink of Melancholy: Faulkner’s Novels from The Sound and the Fury to Light in
Kartiganer, D. M., & Abadie, A. J. (Eds.). (1996). Faulkner and Race. University Press of Mississippi.
Morrison, T. (1998). Playing in the Dark: Whiteness and the Literary Imagination. Vintage Books.
(Explores racial themes in American literature, relevant to understanding the racial dynamics in Faulkner’s
work.)
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