What makes us who we are? Is it our memories, our experiences, or something deeper? These are the questions at the heart of “1,000-Year-Old Ghosts“ by Laura Chow Reeve, a beautifully written short story that blends magical realism with deeply human themes of identity, memory, and family.
If you’re looking for a text that will spark thoughtful discussions, challenge students’ analytical skills, and encourage personal reflection, this story is an ideal addition to your high school English classroom.
If you fall in love with this short story as much as I did; be sure to check out this resource for a 7-day mini study on it! This is a deep thematic and inquiry-based look at the connection between memories and personal identity.
Why 1,000-Year-Old Ghosts is Perfect for Exploring Personal Identity
Memory and identity are intrinsically linked, and this story provides a powerful lens through which students can explore that connection. Katie, the protagonist, struggles with what it means to remember and what it means to forget. Her grandmother teaches her to take all her unwanted memories and pickle them in jars. This way, they will be preserved but she won’t remember them.
The story’s magical realism, where memories are physically preserved in jars, serves as a metaphor for the ways we try to hold onto (or forget) our past and the consequences of doing so. It can also be seen as a metaphor for unhealthy coping mechanisms.
In the classroom, this text can help students:
- Reflect on their own personal identities – What memories shape who they are? What role does forgetting play in their lives?
- Engage in philosophical discussions – How does memory impact identity? Does forgetting ever serve a positive purpose?
- Analyze generational perspectives – How do different family members view memory and forgetting differently?
How This Story Strengthens Literary Analysis Skills
Beyond its thematic depth, 1,000-Year-Old Ghosts is a fantastic piece for teaching key literary elements, including:
✅ Magical Realism – The blending of the ordinary and extraordinary makes for a rich discussion on genre and purpose. Why does the author use magical elements to explore memory?
✅ Symbolism – The preserved memories in jars offer a tangible way to discuss how objects can take on deeper meaning in literature.
✅ Character Development – The protagonist’s internal struggle with memory loss and identity is perfect for analyzing character motivations and emotional depth.
✅ Imagery & Metaphor – From the descriptions of the pickling process to the haunting final lines, the author’s use of language is a great way to reinforce close reading skills.
Ideas to Deepen Student Engagement
Want to bring “1,000 Year-Old Ghosts” to life in your classroom? Here is an inside look at how you can do just that with this 7-day mini study I created!
So many magical realism stories are hard for my students to parse. THIS was one they could read on their own and understand. They LOVED it. I loved it too! At first I wasn’t sure if it should go in our world lit class, as the author is American, but I used it as an extension activity to show Magical Realism at work in current, brand new, works by writers that can actually be found on Instagram. 🙂 I am so glad you found this story! – Amy P.
Introducing the Essential Question & Pre-Reading Discussion
Before reading, ask students: How do memory and forgetting shape personal identity and family relationships? Then, have students complete a pre-reading activity where they reflect on their own most vivid memories and discuss what would happen if they could choose to preserve or erase them.
Memory & Identity in Philosophy
Introduce students to John Locke’s memory theory through a short YouTube clip (Crash Course Philosophy #19). He believed that a person’s identity is defined by their consciousness, which is primarily based on their memories. Have students take CLOZE notes and reflect on whether they believe memory defines personal identity. Then, while reading the story, encouraging students to consider how the protagonist grapples with this idea.
When you are ready to read this story, I HIGHLY recommend using this episode from LeVar Burton Reads! His narration is beautiful and I love his personal insights he gives afterwards.
Close Reading & Literary Analysis
After reading, you can have students closely analyze key passages, such as:
“‘How come you decide what all of us remember or forget?’ There was water in her eyes. I wanted to wipe it away for her, but I was afraid her tears would not be like mine. I was afraid my mother was not made of salt. ‘You know what, Ma?’ she said. ‘I remember everything.’”
The passage shows how emotions—fear, longing, or regret—shape what we remember and how we define ourselves. Identity is deeply tied to what we choose to recall or forget.
As I got older, I filled my jars with the things I had been holding onto. It was a feeling larger than relief. I poured out jams, mayonnaise, and peanut butter. I clogged every drain in the house to create a space to put myself away.
(1) I chose to forget the song that was playing when I lost my virginity to a boy who changed the sheets right after. (2) I chose to forget the white woman at the grocery store who told me I was prettier because I wasn’t full Chinese. I chose to forget her hands in my hair. “You’re so lucky,” she said. (3) I chose to forget the men who leered at me when I walked down the street and the one who told me, “I’ve never had one like you before.” (4) I chose to forget how my mother looked after the spindled cancer cells settled into her body. (5) I chose to forget the woman on the bus who spoke to me in Cantonese, and how I did not know how to respond. I searched for words that someone should have taught me, and I couldn’t find them anywhere.
Popo never warned me not to let it become a habit, a practice, a daily ritual. Mom wasn’t around to count my jars, display them, remind me of things I had already forgotten, witness my slow dissolve. I made the pickling liquid in large batches. I bought sugar and vinegar in bulk. My jars overflowed and spilled onto my hands until they stung.
This passage highlights how what we remember (or forget) shapes our sense of self, family, and cultural heritage. Losing memories (even painful ones) can mean losing parts of who we are.
Forgetting may seem protective as she lists off several painful memories that she chose to pickle. But it can also leave gaps in identity and relationships. Her stinging hands could symbolize the pain of holding onto or handling memories, even when trying to erase them. Because she has made pickling her memories such a part of her identity and everyday routine, she is now left with the pain of not knowing who she truly is.
Multimedia Connections & Discussion
Use clips from The Big Bang Theory and Young Sheldon to explore how misunderstood memories can shape identity. In the first clip, you learn from adult Sheldon that a key part of his personal identity was shaped by a memory of his father cheating on his mother. However, in the show Young Sheldon, you find out that he misunderstood what he saw. This misunderstanding lead to a breakdown in his relationship with his father and other aspects of his personal identity.
Only the audience is aware of this misunderstanding. It begs the question, if Sheldon had this memory clarified, what would it change about his sense of self after so long?
When Katie learns what her mother remembers (because she refuses to pickle her memories), she reveals to the audience that she still feels the same.
Socratic Seminar on Memory & Identity
Discussions are such a fantastic way to have students share their thoughts and make deeper connections with the text. Socratic Seminars promote more critical thinking as they hear from others peers and their perspectives on the same topics and questions. Instead of passive learning (which we all want to avoid), they actively learn through questioning and exploring diverse perspectives.
Facilitate a student-led discussion on key questions:
- Is forgetting always a bad thing?
- How do different generations in the story view memory differently?
- What is the role of love in the family’s struggle with memory loss?
Creative Writing & Personal Reflection
After analyzing the story’s themes, have students complete a personal identity writing activity, “The Ingredients of Me.” Students will write a piece exploring the memories, experiences, and influences that have shaped them, inspired by the story’s use of preservation as a metaphor for identity.
Final Thoughts
1,000-Year-Old Ghosts is a masterful short story that challenges students to think critically about the power of memory, the nature of identity, and the ways we carry our past with us. Whether used as part of a larger unit on magical realism, personal identity, or literary analysis, this text offers rich opportunities for discussion, reflection, and engagement.
Looking for ready-to-use lesson plans, close reading guides, Socratic Seminar prompts, and much more to help you teach this story? Check out my 7-day mini-unit to save time and get everything you need for an engaging, thought-provoking study!
📌 What are your favorite short stories for exploring memory and identity? Drop your thoughts in the comments below!
Join my weekly newsletter!
Would you love to get weekly tips and resources for teaching secondary English delivered right to your inbox? Click here to join! Would you like to connect on social to see more of my ideas in bite-sized form? You can find me on YouTube and Instagram.
Around the World With Mrs. C 