Othello

Introduction:

This lesson uses Shakespeare's play 'Othello' to explore early modern and contemporary attitudes to race, and gives students supported practice in analysing and interpreting extracts of the play. Students will be introduced to four key characters, will engage in role play and will have the opportunity to use persuasive language to act out a mock court case. 

Learning outcomes:

• Describe key events in the relationships between Iago, Othello, Desdemona and Brabantio
• Develop ability to read and analyse Shakspearean language
• Summarise an argument and use persuasive language in spoken form
• Identify and discuss issues of race and racism in the play 'Othello'

Age and level: 

Adults (C1)

Time:

60 minutes + 40-minute optional activity

Materials:

The materials can be downloaded below in PDF format. 

• Lesson plan
• Student worksheet
• Additional worksheet for Task 2
• Video: https://www.youtube.com/watch?v=Bp6LqSgukOU (optional)

Lead-in: Introduction to ‘Othello’ (10 mins)

• Write the full title of the play on the board: ‘The Tragedy of Othello, the Moor of Venice’. Ask students to say what information this gives the audience about the play, focusing on the words: tragedy, Moor, Venice. Give the following information: 

1. A ‘tragedy’ in Shakespearean drama is a story in which the principal character – usually a man of importance or outstanding personal qualities – falls to disaster through a combination of personal failing and outside circumstances. Note: it is distinguished from ‘tragedy’ as simply a sad or shocking event. 
2. ‘Moor’ would have meant ‘Muslim’ for an early modern audience; a general term for someone who is ‘not one of us’, by implication from Africa or Asia. 
3. ‘Venice’, which provides the setting for the opening of the play, suggests western wealth and sophistication. The pairing of ‘Moor’ with ‘Venice’ invites an unusual contrast between eastern exoticism and western civilisation. 

• Ask students to say if they know – or can guess – what the play is about. Play the first 43 seconds of this video or read the transcript below: https://www.youtube.com/watch?v=Bp6LqSgukOU
• Othello is a military general who works for the state of Venice. He’s not from Venice though. He’s a Moor, meaning he’s from North Africa, so he’s in a very unusual position. He’s one of the most important people in Venice but he’s perceived as an outsider. The plot of ‘Othello’ is pretty simple. Othello marries a young Venetian woman named Desdemona. One of Othello’s officers named Iago secretly hates Othello, so he convinces Othello that Desdemona is cheating on him. Othello becomes so jealous that he kills Desdemona. Iago gets caught but the damage is already done, and Othello kills himself. 
• Ask questions to check everyone has understood the main events of the plot e.g. What is Othello’s position in Venice? Who is he married to? Who is Iago? What does he do? Why? What happens to Desdemona? Why does Othello kill Desdemona? What happens to Iago? What happens to Othello? 
• Some students may know the story. If so, allow them to briefly give more details about these events.

Task 1: A secret marriage (15 mins)

• Refer students to Task 1A in the student worksheet. Explain that they will read some lines from Act 1, Scene 1. 
• Students read about the scene, then the lines with the help of the glossary. Explain that Shakespearean language is challenging for most people, and they are not expected to understand every word. If necessary, help your students to understand or provide a modern translation: Sir, you’re being robbed and shamed. Put on your coat. Your heart is broken and you have lost half your soul. At this very moment, an old black ram is having sex with your white ewe. Get up! Ring the bell and wake all the snoring citizens. If not, that devil will make you a grandfather. Get up! 
• Refer students to Task 1B in the student worksheet. In pairs or small groups, students discuss questions 1-4. Invite some pairs / groups to share their answers and thoughts. Answers / suggestions are below:

1. The ‘old black ram’ and ‘devil’ are Othello. The ‘white ewe’ is Desdemona (Brabantio’s daughter). 
2. Iago wants Brabantio to wake up, get dressed – and to act before it’s too late.
3. Iago uses crude sexual and racist language. He wants to shock Brabantio, and he wants to damage Othello. Students may feel uncomfortable at these language choices. If it’s appropriate, discuss the effect of using this kind of language in literature. 
4. Brabantio may feel shocked, ashamed, angry, afraid, worried. It’s the middle of the night and he has just learned that his daughter has been secretly married. Iago’s language and imagery may also make him feel offended or disgusted. 
5. These lines could suggest that Othello is a predatory, abusive character. At this stage, we don’t know if the marriage is consensual. However, we know that Iago hates Othello, and it’s possible that the violence of his language is due to this.

Task 2: Is the marriage legitimate? Discussion (20 mins)

• Refer students to Task 2 in the student worksheet. Students read about Act 1, Scenes 2-3. You could continue to show the video summary of the play from 0.43-2.00: https://www.youtube.com/watch?v=Bp6LqSgukOU
• Ask questions to check that all students understand the plot so far e.g. Why does Brabantio want to find Othello? Why does he want to arrest Othello? (To see if the marriage is legitimate) What will the Duke do? What does Brabantio believe? And Othello? And Desdemona?
• Explain that students will have the role of one of these characters: Brabantio; Desdemona; Othello. Organise the class into small groups. Give a third of the groups the additional sheet for Task 2: Group Brabantio; give a third of the groups the additional sheet for Task 2: Group Desdemona; and a third of the groups the additional sheet for Task 2: Group Othello. 
• In their groups, students read their speeches with the aid of the glossary and dictionaries if available. If you think your students will struggle with the lines, find and provide modern translations. There are many online. 
• Walk around the groups as they discuss their questions and help if necessary. Encourage students to find examples to back up their answers. Use one of these options to check answers / share ideas: 
• Option 1: If you have more then one group for each character, put characters together (i.e. all Brabantio groups together; all Desdemona groups together; all Othello groups together). In these larger groups, they share answers / ideas. 
• Option 2: Invite some students from each character group to share answers / ideas with the whole class. 
• Option 3: Copy feedback below and distribute to relevant groups for them to check their answers / ideas. 
• Note: See Appendix for feedback.

Task 3: Is the marriage legitimate? Role play (15 mins)

• Students stay in the same character groups representing Brabantio, Desdemona and Othello. Explain that they should now prepare their argument for why the marriage is not legitimate (Brabantio), or for why it is legitimate (Desdemona / Othello). 
• Give groups 5 minutes to prepare. They can use ideas from the lines they read or others. Walk around and help. Groups could consider the following: 

1. Brabantio: Explain why the marriage is not legitimate; accuse Othello of witchcraft; persuade Desdemona to leave Othello. 
2. Desdemona: Persuade Brabantio that you love Othello; explain how you fell in love. 
3. Othello: Remind Brabantio of your old relationship; persuade him that you love Desdemona and why. 

• After a few minutes of preparation, organise students into new groups. Each new group should have at least one representative of each character (Brabantio, Desdemona and Othello). 
• In their new groups, students represent their characters. They give their opinions and try to persuade others. They may quote from the text and use their own words. 
• Walk around groups as they carry out their role plays. You may like to note examples of good persuasive language or examples of language mistakes. You could review these at the end of the role plays / lesson.
• End the role plays. Ask groups to say what the outcomes were. Was the marriage allowed or not? Why? 
• Explain that in the play the Duke allows the marriage. He is won over by Othello’s account. He says that such tales of bravery would win his daughter too. He encourages Brabantio to make peace with Othello and Desdemona. Brabantio does, grudgingly, accept the marriage.

Task 4: Putting Brabantio on trial (40 mins) OPTIONAL

• If you have time, and if appropriate for your students, use this activity to explore the theme of racism with your students. It will help them to consider how contemporary attitudes towards race interact with those in the play. 
• Remind students that although Brabantio does eventually accept the marriage of Desdemona and Othello, he has accused Othello of using witchcraft to make Desdemona fall in love with him. He doesn’t understand how his daughter could fall in love with a black man given the choice of Venetian men she is surrounded by, so suspects Othello of foul play. In today’s society, Brabantio’s views would be considered highly racist. 
• Explain that the class will imagine that Brabantio is on trial for racist behaviour. They will act out the trial. First, ask the class to elect a judge. Students should agree that this person will make a fair decision. You could ask for nominations and take a vote. 
• Explain the motion (the application made to the judge) is: Brabantio is a racist. Divide the remaining students into small groups. Half the groups will form the prosecution; half will form the defence. In groups, students write key reasons why they believe that Brabantio is / isn’t a racist. Their reasons should be convincing enough to persuade the judge.
• As students discuss reasons, walk around the room and help where necessary. The student acting as judge could also circulate and listen, as hearing the discussion will help them to make a final decision. If students are struggling, prompt them to consider the following: 

1. Prosecution: The language Brabantio uses is racist and dehumanising; he used to love Othello but his opinion changed when Othello married his daughter; he accuses Othello of using witchcraft, implying that Desdemona could not love a black man of her own free will. 
2. Defence: Brabantio is in a state of emotional distress over the secrecy of the marriage, and he is not responsible for his words; Iago is the racist – he put ideas into Brabantio’s head when he was vulnerable; Brabantio loves Othello; he is acting as any father would if he believed his daughter had been kidnapped.

• Put the smaller prosecution groups into one big prosecution group; and put the smaller defence groups together into one big defence group. Each large prosecution / defence group should appoint a chairperson. The chairperson will lead a discussion to choose three main points to argue that Brabantio is / is not a racist. 
• Set up the mock court. Write the motion on the board: Brabantio is a racist. Ask the judge to sit at the front. Ask each chairperson to put forward the case for the prosecution / defence to the judge. 
• The judge decides which group presented the most convincing argument. Make sure students are clear that this is not part of the plot of ‘Othello’.

Round-up / Homework

• Ask students to share their reactions to what they have learned about the play ‘Othello’. Would they like to see it? Why / Why not?
• Students could watch the rest of the video summary: https://www.youtube.com/watch?v=Bp6LqSgukOU 
• Students could watch scenes from Othello. There are several available online.