Strategies
Race and gender are two extremely important issues my students need to analyze in order to overcome the inequalities, indignities, social disadvantages, prejudices, and discriminations that are often connected to, or derive from. At the same time, I want my students to understand that Shakespeare uses the word "race" very few times; like most of his contemporaries, he uses other terms to convey the differences of nationality, religion, ethnicity, and color. I also want them to wonder whether and in what form the concept of racial difference existed in Shakespeare's time.6 According to the Oxford English dictionary, the word "race" was first used by the Scottish poet William Dunbar and here the word means "group". Shakespeare uses it referring to lineage or national grouping as it is expressed in Sir John Wynne's History of Gwydir Family in reference to the British race. He also uses it in defining a group of women or class identities, but he never uses it in relation to blackness. However, it is interesting to notice that the complete title of Othello is The Tragedy of Othello, The Moor of Venice. The word "moor" derives from a Latin word, maurus, which means black. Colbert Nepaulsingh observes that "Europeans knew it was tragic for a Moor to think he could be a European from Venice as well as for a Jew to be accepted as Venetian because he was a merchant in Venice."7
When Shakespeare illustrates a difference, he also underlines the consequences that this difference has on people. Of course, today the word "race" is not indicative of class, religion or gender, but the problems and the hatred that derive from being "different" are still present in our society. Shakespeare, who was a very attentive observer of human behavior, studied the differences between cultures, religions, languages, skin color, and family arrangements because these were fascinating to European royalty, colonists, merchants, writers, readers, and playgoers.8 We study these differences today because our society has not been able to eliminate the hatred and grief they can produce. In Shakespeare's days, as Europeans searched for new markets, they were exposed to what was considered "foreign" and as they were fascinated by such difference, they were also building a consistent feeling of "superiority'. Loomba states that "the debates about religious, cultural or bodily difference generated during this period were to shape the development of racial thinking over the next 400 years."9 At the same time all over Europe, the nobility were considered as a "race" distinct from ordinary people and the class difference, together with the gender difference, were crucial in Shakespeare's times.10 Loomba also observes that the encounters Elizabethan people had with other people and religions represented a cultural exchange, but they also contributed to the ideology of "superiority."11
Apparently, Othello is the play that reflects "race" in the sense of skin difference, but many others present other perspective on race, like The Merchant of Venice, in which Shakespeare brings together the issues of commerce and race while focusing also on the Jewish differences. The picture that emerges is complex because all the plays layer older and new ideas of difference.12 Another difference emerges in the relationship between Petruchio and Kate in The Taming of the Shrew because the apparently endorsed superiority of the man and inferiority of the woman conflict harshly with our sense of how the play concludes. In Macbeth, I will focus on how Shakespeare brings our attention to the issues of class and nation, and in Hamlet, we will analyze the gender differences.
It is also interesting to notice that in those times the word "race" was used to define women as a distinct group. In fact, Spencer speaks of a "bounteous race of woman kind".13 The woman was considered a distinct social group whose inner differences correspond to inner qualities. This racial difference was routinely expressed in terms of gender and sexuality and vice versa. These analogies were crucial to the development of racial as well patriarchal structures and way of thinking. Similarly, the word "class" was considered as a noble prerogative. In feudal society, class was seen as an attribute rooted in the blood or inherited and was then commonly identified as "race". The peasants or lower classes were considered different from the upper classes. Many times the poorer people were perceived to be darker or more barbaric than their masters.
The analysis of how Shakespeare presents class, religion, color, or gender differences will be continuously discussed and compared to today's racial or gender thinking. This is the focus of the entire unit because I want my students to understand that at times in the past as well as now, being different may lead to unacceptable prejudices. Prejudice is not only ignorance or fear of the unknown, it may also become a way to legitimize particular structures of power in which some people are deprived of their social, material, sexual, and or intellectual rights.
The first text we will examine after the initial activity in which we determined the present meaning of race and gender and the terms we currently use to express these concepts, will be Go Back to Black by K.A. Dilday, published in The New York Times, Feb. 27, 2008. I will begin by writing the title of the article on the board before they even have the text and I will give my students ten minutes to write their interpretations of this title together with facts or examples (I usually use the word fact and not example with my students; otherwise they tend to write simplistic supports). This first prompt will be immediately followed by a second question, "What do you think the word 'black' means? What do we mean when we use the term African American?" My students will be given another ten minutes to respond and then we will start sharing our responses. I also want them to take notes while their peers are reading their responses and I will annotate them on the board. Soon after this pre-reading activity, I will hand out the article. I want them to read it and underline or highlight those ideas that grab their attention. As soon they have finished, we will discuss what the author, K.A. Dilday, meant by using the word 'black' instead of 'African American.' And I expect them to determine that the term African American was introduced to remind us of the origin of black Americans. Differently, in other countries, as it is stated in the article, the word African is not in use because 'black' people come from many different countries.
This article will definitely attract my students' attention because they are very sensitive to how they are called by people outside the school and inside the school. However, before proceeding, I want them to briefly research hip hop music as well as gospel music and determine which term(s) is/are currently used and what their connotation is. This is an important step because my students can really understand how words are strictly connected to a specific situation and how the same word can change its meaning when it is used in a complete different context, as Dilday points out in his article. We will certainly share and take notes on the results of their research paying particular attention to specifying the context where the word referring to a certain race is used. Anyway, before concluding these initial activities, I will ask them to synthesize their understanding of "race" and I will write their synthesis on a poster we will keep on the board for the duration of the unit in order to frequently refer to and eventually modify this original definition. Before concluding this 'warming up' activity focused on their initial understanding of 'race', I will give them copies of the letters to the editor, The Words We Use to Talk About Race, published by New York Times on March 3, 2008. I will ask them to read them carefully and to write their own response to the article by Dilday, including their perspective or some clear point of view, and the reasons that support their opinion.
This initial activity asks the students to crystallize their thinking about race and to bring into the open any ill-advised concept or stereotype they may have. It also serves to draw their attention and interest to something that is still a heated topic in our society. As a teacher, I use it as a pre-assessment which gives me a clear overview about the depth of their writing and their ability to use appropriate examples or text support together with an adequate elaboration. In order to achieve this goal of pre-assessing their writing, I will not determine any boundaries (i.e. 350 or 500 words) other than what I indicated above.
After this introduction about race, I will present the concept of "gender," following a similar path for the pedagogical reason I just mentioned. In fact, I will start by writing on the board the following prompt: "What is gender? What is your interpretation of gender? Why?" The students will be given five minutes to respond in their journals and than I will write a second prompt. This time it will be the title of the article, 'Think The Gender War Is Over?' Think Again. What does that mean? How can 'gender' be the source of a 'war'?" They will be given another eight to ten minutes for writing and then we will start sharing. During this sharing time, I also want my students to say something to the person who has just concluded reading his/her response, and I will take notes of their thoughts on the board. When our discussion is concluded, I will hand out the article, Think the Gender War Is Over? Think Again, written by Susan Faludi and published in The New York Times on June 15, 2008. My students will be requested to read it, and highlight the main ideas together with any other statements or facts they deem interesting. I will also require them to briefly annotate the words or phrases that are used to communicate the concept of "gender" and those which determine the audience and the voice of the author. Of course, I will modify this requirement for the struggling students by asking them to simply determine the author's thesis and three facts or examples referred to by the author in support of her theory. The discussion will follow.
At this point, I know my students will vehemently point out they never expected to read an article about politics. The text, in fact, analyzes how gender ethics guided American politics, how the masculine myths were established, and how Obama is considered the "woman president". This simple statement will allow me to ask my students why a man can be identified as a woman or vice-versa, and to lead to a clear understanding of how a word can communicate more than its original meaning. Soon after this discussion I will write on the board the following prompt: "Do you think that gender is still an issue in school, workplace(s), or politics? Why?" I expect my students to analyze their perspective on gender and all the eventual problems that are connected to it or that can derive from it.
These two pre-reading activities clearly focus on the main goals of my unit by bringing my students to their zone of proximal development according to Vygosky. Their initial concepts of race and gender have been clearly defined and discussed. At the same time, they have started to focus on the diction that is frequently used to communicate these two concepts. They are now ready to study how Shakespeare presents these two concepts of race and gender. Of course, various modifications will be necessary owing to the diversity I have in all my classes, and the fact that our curriculum requires all juniors to read Macbeth and all seniors to read Hamlet. Because of these circumstances, I will start by requiring all Honors and AP students to read the entirety of both tragedies. The juniors will have to read Macbeth and the seniors will do Hamlet. This will be essentially a homework assignment, but I already foresee that I will have to give them some time in class too, so that they can always ask whenever they encounter obstacles to understanding. I will modify the activity for the regular and the struggling students. In fact, they will only read a few excerpts and will also start with specific pre-reading strategies to help them understand by keeping their interest alive.
After their first reading, we will focus our attention on a few scenes in order to analyze Shakespeare's concept of race and gender as group differences, and their connected consequences. The first excerpt I want my students to analyze is Act I, Scene 414 in which the former Thane of Cawdor has been executed, Macbeth and Banquo are thanked for their precious help, and Malcom is appointed the new king's successor. The regular and the struggling students will start with a different activity, the Tea Party, in which each student will receive one index card with a phrase from the same scene. I will select no more than ten phrases which will be written more than once so that I will have a card for each student. Specifically, "Is execution done?", "treason", "repentance", "highness", "I have begun to plant thee and will labor to make thee full of growing", "nobleness", "like stars shall shine", "peerless", "kinsman", "binds us further to you" . My students will be instructed to read the card and move around in the room, go to other students and read what they have to as many students as possible. The activity will last for about seven or eight minutes and then they will return to their desk and I will write the following prompt on the board: What do you think the story is about? Why? They will be given eight minutes for writing.
The first close-reading of the scene will follow. For this activity, I want them to learn the importance of annotating the text. In fact, I will ask them to read and highlight all those sentence(s), word(s), phrase(s) which grab their attention, and write brief notes in the form of question, comment and/or connection. Since this is not the first time they have annotated the text, I will only model how to determine the author's main idea, the tone and the purpose of the document. This strategy will allow me to point out how Shakespeare identifies social class as a source of possible conflict. Nevertheless, the fact that Duncan nominates his son to be his successor infuriates Macbeth. I will point out that Macbeth was expecting more according to the prediction made by the witches. Was Macbeth's expectation appropriate? Why? Or why not? Why did Duncan not nominate Macbeth? Was Macbeth a fool in believing the witches? Why? Do you think that Duncan did not choose Macbeth simply because he was not the king's son? What other factors might have influenced Duncan in his choice? How much was Duncan influenced in his choice by the hierarchical customs of the time? Was this a form of racism? (I will use the word "racism" instead of "classism" because I want my students to determine what it is specifically.) How would you define it? Can it be defined as classism? Why? Can you detect any differences in the resentment that derives from racism and classism? What connections do you have to today's world? Does this happen? Why? This will certainly lead to a class discussion in which my students will reflect on a completely different perspective on "social status" that can certainly lead to outcomes that are not different from the ones deriving from a racist point of view. It will also prompt my students to think about the consequences that will point Macbeth to his future actions.
We will then pass to Act I, Scene V. This is an interesting scene and it is also the first one in which we have the opportunity to meet Lady Macbeth. My objective for this scene is to analyze this character and determine what kind of "woman" she is. At the same time, my students can see the relation between the messenger and Lady Macbeth. The messenger represents a different social class. I expect my students to notice the fact Shakespeare's notion of class relates the ideas of inferiority versus superiority to related discriminations and/or resentments as Loomba states in Shakespeare, Race, and Colonialism. This idea of superiority or inferiority contributes to prejudices and stereotyping with consequences that are similar to those caused by racism. The damage they cause to the individual is not different. As far as Lady Macbeth is concerned, I expect my students to understand why she asks the spirits to unsex her. What does it mean? What does the word "sex" mean? Is it connected to gender? What might the result of this "unsex" be? I also want them to focus on the relationship between Lady Macbeth and her husband. Are they in love? What makes you think they are or they are not? Do they have anything in common? Why? Of course, I will follow the same strategies I mentioned before: Tea Party for both regular and struggling students. Specifically, I will select the following words/phrases to write on the index cards: "it is true", "Unsex me", "direst cruelty", "Come to woman's breast", "knife see not the wound it makes", "be the serpent under", "the night's great business". Before requiring them to write their interpretation, we will discuss the scene and I will write notes on the board. At this point, I also want them to start focusing on this character. I will write the following prompt on the board: Who is Lady Macbeth? What kind of woman is she? Why? Do you notice any similarities with or differences from today's woman? Why? I expect responses with at least three specific text references and two connections to the world for all regular students.
The third excerpt from Macbeth will be Act I, Scene VI, lines 13-39. I want my students to reread these lines carefully and determine the relation which exists between Duncan, the king, and Lady Macbeth. I want them to look at this relation from the point of view of their different gender. In fact, I will write on the board the following questions: What kind of relation do you notice between these two characters? Why? How do you come to this conclusion? How do your initial thoughts about Lady Macbeth change or get reinforced in these lines? Why? How do your initial thoughts about Macbeth change or get reinforced in this scene? Why? In order to help them thoroughly understand, I will read those lines aloud and will help them with the language. I will also write the questions I just mentioned on the board and discuss them before they even start writing any response.
We will then reread Act I, Scene VII. I expect my students to focus their attention on how Lady Macbeth mocks her husband's reluctance to kill the king. Macbeth is not sure the plan to assassinate Duncan when his attendants are drunk is the right thing to do. At the same time, he is beset by the devastating desire to be the next king of Scotland. Lady Macbeth plays a very important role in illustrating to him why the murder is right and necessary. I also want them to reflect on the fact that Macbeth thinks that this specific challenge, to kill the king, might be one of those things "a man" had to do to be "a man". This is another interesting point where Shakespeare can lead my students to discuss the myth of what a man's task is compared to a woman's task. Consequently, after reading the scene, I will write the following questions: Why is Macbeth afraid to proceed with the original plan? Why does Lady Macbeth mock him? How does she mock him? What words does she use to help or force him? Why? What will she gain? What will he gain? Since I also want to teach my students about the universality of certain issues that are present in Shakespeare's work as well in today's society, I will add: What actions would define the man today? Why? What is the role of a woman in a relationship? Why? Do you see any similarities or differences with the scene presented by Shakespeare? How much do our friends influence us? Why? Before passing to the next excerpt, after sharing their writings, I will ask my students to briefly add a few notes about Macbeth and Lady Macbeth on the poster we keep in the classroom to see how the characters develop in the course of our study. I will also require my students to respond to the essential question: What is Shakespeare's theory about gender? I will write their conclusions on the poster we keep in the classroom.
Before passing to the next scene, I will remind the regular students and the special education ones about the motives that lead Macbeth to order the assassination of Banquo. I will also give them a few details about how both Macbeth and Lady Macbeth start feeling unhappy and more fearful. At first Lady Macbeth helps her husband by dismissing his vision of Banquo's ghost during a dinner, but soon after she herself is haunted by the vision of the hands all covered in blood. A brief discussion of Lady Macbeth and the possible reasons that caused this major change in her character will follow. Was Lady Macbeth a strong or a weak woman? Why? I will also ask them to write a response in which they compare and contrast the causes and effects of Lady Macbeth's reaction and her husband's reaction. I also expect them to connect this situation in the Shakespearean tragedy to any actual fact in order to understand that Shakespeare's work is not disconnected from reality. It presents and analyzes the human being and the outcomes of his/her actions. Before concluding this tragedy, I want my students to spend some time discussing the difference that Macbeth and Lady Macbeth noticed in the way they are rewarded by Duncan, their king. I also want them to analyze its consequences on the two main characters. This is an important aspect of this unit because my students need to see not only how Shakespeare identified the difference but also his teaching about the outcomes since both aspects together make his moral universal and still valid.
Soon after Macbeth, we will pass to Hamlet. As I said before, the seniors will read the entire tragedy and the juniors will watch the movie. In class, I will focus my attention on Ophelia and on her relationships with Hamlet and her father. I want a strong juxtaposition after studying Lady Macbeth because I want my students to have a complete vision of the various facets of the woman in Shakespeare's works. Since only the seniors have already read the entire tragedy whereas all the others have not, we will watch the movie by Franco Zeffirelli. At this point we are ready to analyze some scenes. I will present my students an excerpt from Act II, Scene II, lines 84-134.15 In these lines, Ophelia tells Polonius about her fear of Hamlet's strange behavior. She stresses how Hamlet approached her but also underlines that she followed her father's "command" to reject Hamlet's letter and "His access" to her. Polonius's conclusion is that Hamlet is desperately in love with his daughter and that her refusal has made him insane. At this point, I expect all students to read the scene in class and start annotating the text. Since this is not the first time we do this activity, they do not need any modeling or pre-reading activities. I also want them to choose three to four words or phrases that have a specific meaning to them or that are particularly unusual or obscure. We will write these words/phrases on the board and we will start discussing and analyzing them. We will reread the excerpt again and then they will write their first response: Who is Ophelia? Who is Polonius? Is Ophelia scared by Hamlet? Why? What does the word "command" imply? Why? Visualize the same scene today: would a girl talk to her father similarly or differently? Would a father approach this situation similarly or differently? After this first response, I want all my students to read the scene again and point out any words or phrases Shakespeare used in referring to gender. They also have to determine and discuss the eventual differences or similarities with the current times (they have the current terminology still posted from our first activity).
The next scene I want to analyze is from Act III, Scene I, lines 99-175. I will write on the board the following questions: Why does Hamlet say, "if you be honest and fair, (your honesty) should admit no discourse to your beauty." What does he mean? What does Hamlet imply by "beauty" and "honesty"? What do you normally mean by beauty and honesty? Why? They will be given ten minutes to respond and then I will add: Why did Hamlet change his mind about Ophelia? What could have happened? Does this situation have any connections to today's world? Why? They will be writing for another ten to fifteen minutes and then I will write a few other questions: Why does Hamlet tell her to go to a "nunnery"? What does the term "nunnery" imply? Why? Why does he say, "If thou dost marry, I'll give thee this plague for thy dowry: be thou as chaste as ice, as pure as snow, thou shall not escape calumny"? What is the metaphorical meaning of "plague"? What is the effect it communicates? Why can't Ophelia escape "calumny" even if she is pure and chaste? What does Hamlet mean? Why does he urge her to eventually marry a "fool"? Does this situation have any connections to today's reality? Now, before passing to another scene, they will also have to analyze both Hamlet and Ophelia in terms of gender. Do they behave unusually? Why? Who is Ophelia? Who is Hamlet? What is Shakespeare's perspective on gender?
Soon after this excerpt, I want my students to analyze Ophelia's reactions to the play Hamlet asked the actors to perform. Specifically, we will read and analyze lines 145-160 from Act II, Scene II, and I will write the following questions: Why does Hamlet think that marriage is a mischief? What does he imply? What does he want to tell Ophelia? Is Hamlet a misogynist? Why? Who is Ophelia compared to Lady Macbeth and Lady Macduff? Who is Hamlet compared to Macbeth? Are they different? Are they similar? Can you make any connections to today's men or women? I expect my students to analyze how Shakespeare portrays another facet of the woman - Ophelia - who is obedient, submissive, and suffering compared to the woman ñ Lady Macbeth - who is strong, decisive, manipulative, and greedy. Before concluding, I will also ask them to add their common conclusions about Ophelia and Hamlet ñ who they are and what terminology Shakespeare uses to identify them. Of course I expect them to determine whether Shakespeare uses words that are still common in our usage today or if they are not and why.
The next texts we will analyze will be Othello. Since we will not have the time to read the entire tragedy, we will watch the movie in order to understand the plot and the main themes. I already expect my students to quickly identify Othello with the present meaning of "race" and the racial hatred that derives from interracial marriage and social intolerance. I will explain to my students that "for Shakespeare's audiences the word Moor was an amalgam of both religious and color difference".16 We will discuss how the portrayal of the "Moor of Venice" represents a complicated connection between the fact that he is a black man and the fact that he is a Muslim. In Shakespeare's times black-skinned people were seen as godless by the Christians, hence evil. However, Shakespeare's Othello has both an ignoble past and a noble lineage, a black skin and great military skills, a capacity for tenderness as well as a propensity for violence.17 We will also compare and contrast these issues with today's perspective on race and interracial marriages. After this introduction, we will reread a few scenes. Specifically, we will analyze Act I, Scene I, lines 74-11418 in which Iago and Roderigo wake up Barbantio with the unexpected news of his daughter's marriage to Othello, the Moor. I want my students to focus their attention on how Iago tells Desdemona's father about her marriage to Othello. Consequently, I will write on the board: What is the main issue in the lines we just analyzed? How do you know? Cite as many references as you can and discuss why you think those references support your thesis. Do you notice any difference(s) or similarit(ies) with today's world? What? Why? How? They will be given fifteen minutes to respond and then I will add: Why does Iago say, "Y'are robbed!" Why does Iago refer to Othello as an "old black man"? Does his age make Othello's blackness more negative? Is it another difference that Shakespeare notices and wants us ñ his audience ñ to reflect upon? Why does Barbantio say, "What tell'st thou me of robbing? This is Venice"? I also expect my students to notice the hatred Iago feels for Othello, and how he plans his revenge - lines 360-368, act I, Scne III. Why does he hate Othello so much? Is it because he married Desdemona or is it because he is different? What will this hatred amount to? How can we avoid similar situations today?
We will also analyze a few other statements in Othello. I want my students to compare and contrast lines 94-106 from act I, scene III in which Barbantio expresses his disbelief about his daughter's decision. Specifically I want my students to explain why Barbantio is convinced that it is absolutely impossible for Desdemona to fall "in love with what she feared to look on". This was "against all rules of nature" and must have been the result of "some mixtures" Othello gave her to win her love. Why does Barbantio refuse to accept his daughter's decision? Is he racist? What makes you believe that? Does this happen today? Is there any detectable difference or similarity between Shakespeare's scenario and today's reality? In the same scene, lines 128-165, Othello explains how Desdemona fell in love. He stresses both his origin and inferiority as strengths because as a result Desdemona began to show more and more interest in his calamities. This same interest brings her closer to him to the point when she falls in love. Do you think this is reasonable enough to justify this marriage? Can sympathy be enough to overcome the difference and oddity of Othello's marriage? Why? How do we overcome the prejudices towards diversity today? I will pass around a paper on which I wrote the following quotes: lines 257-276 from Act II. Scene III , lines 380-387 from Act II, Scene III, and lines 390-447 from the same scene. At the same time I will write on the board: Why does Othello use the word "black"? What is the tone and what is the purpose this word conveys? We will analyze the connotation and denotation of the word and will compare it to how it is used today, and how it was used in the article, Go Back to Black by K.A. Dilday. I will write my students' conclusion on the poster we have in the classroom.
Soon after these excerpts from Othello, I want my students to analyze a few other quotes from The Merchant of Venice after watching the movie. Before we begin any analysis of the play, I will explain my students that in The Merchant of Venice, Shakespeare pays attention to the relationship between commerce and race. The transformation of the early modern period has two contradictory effects: one to encourage the acceptance of money and wealth as a form to override social differences, on the other hand to make racial differences become more pronounced. Shylock and Jessica represent these contradictions.19 The Jews were considered both insiders and outsiders in Europe in Shakespeare's times. They were indistinguishable, both physically and in terms of their activities, but they were marked as different and confined in ghettos. The play focuses on the economic importance of the Jews in Venice, the tension between them and the Christians, and the supposed impartiality of the Venetian law. This introduction will allow my students to discuss and compare this religious difference with the previous differences in class, color and gender we encountered in the previous works.
After that, we will start analyzing what Shylock says when Bassanio asks him to lend "three thousand ducats" to his friend Antonio in Act I, Scene III, lines 30-36.20 I want my students to think: Why does Shylock refuse to have dinner with Antonio and Bassanio? What does Shylock mean when he says, "to eat of the habitation which your prophet the Nazarite conjured the devil into"? Why did Shakespeare use the words "conjured" and "devil" in reference to the Christians? What is the tone of his response? Why? I also expect some comparisons and contrast with Othello as well as some connections to today's world. Before sharing our interpretations, I will add a second quote in which Shylock clearly expresses his hate for Antonio simply because he is Christian and for the fact he lends money "gratis". 21 I will ask them to theorize about the influence religion can have in creating barriers between people. At the same time I want my students to compare Shylock's hatred and Antonio's convictions about the "Jewish heart" ñ Act IV, Scene I, lines 70-83. Shylock's response is interesting too because he reminds the Duke that he does not ask him to free his slave or marry them to his heirs. Consequently, "mercy" itself cannot be used to solve an economic and racial problem. I will point out that "mercy" is invoked by the Duke to solve the problem that Antonio's insolvency caused. At this point, I want my students to reflect on Antonio's suggestion that Venetian law is impartial ñ Act III, Scene III, lines 26-31. However, by the end of the play, Jews are represented as aliens to Venice and this is an important aspect which will start a good discussion about law today. How impartial is today's law? How effectively does it protect all the various differences people may display?
Before concluding this unit, we will analyze The Taming of the Shrew. We will not read the entire comedy. By the time we are ready to start this new text, I know that some of my students will be performing this play in our own theater. Consequently, we will all watch their interpretation and we will start our analysis by discussing the two main characters, Petruchio and Kate. Since they have already been exposed to a variety of Shakespearean characters in this unit, I expect my students to determine the differences or similarities among them. At the same time, I want them to think of Shakespeare's perspective on gender. Specifically, I will ask: Does Petruchio resemble any other male characters in Shakespeare's works? Why? Why not? What is different? Does he speak the same language? Does he not? Why? Does Kate resemble any other female characters in Shakespeare's works? What is different in her? Can you see any connections to today's men and women? Why? What do you think Shakespeare wants to say about the woman specifically? What do you think is the moral of this comedy? Why? Soon after this discussion, I will hand out an excerpt from Act II, Scene I, lines 183-282 in which Petruchio and Katharina meet for the first time.22 Even though Petruchio tries to convince her that he had heard excellent remarks about her, Katharina reacts rudely. This excerpt is very interesting because of the satire Shakespeare uses in the characterization of Petruchio's and Katharina's gender. In order for my students to grasp the subtlety of Shakespeare's vision and rhetorical art, I will ask: What does Petruchio mean when he says that "Women are made to bear, and so are you"? Why does Kate call him "jade"? We will surely discuss the denotation and connotation of this word in order to understand the real intentions Petruchio and Kate have, but also to understand what is Shakespeare's perspective on gender. Since the entire excerpt presents this unusual interaction between the genders, I will then add: What do you think Kate wants to say? What kind of woman is she? What is the difference you notice in her in comparison with the other women in Shakespeare?
Before requiring my students to write any response, I want them to read and analyze Petruchio's soliloquy from Act IV, Scene II, lines 191-214 in which he proudly spells out what he intends to do to change Kate into an obedient and kind wife. I also want them to compare and contrast this speech with any other speech or dialogue in the previous excerpts where they think Shakespeare mentioned "obedience". I expect them to discuss this theme from today's perspective in order to see whether there are any similarities or any differences. They will also have to support their thesis with various text references. A class discussion will soon follow with note taking as usual. I will have to modify this assignment for the weakest students in my class and, in fact, I will write on the board: "Thus have I politicly begun my reign and 'tis my hope to end successfully." What does Shakespeare mean by "reign"? Why does Petruchio refers to his wife/marriage as a "reign"? What does he imply? I will give them seven to eight minutes to respond and then I will add: "Another way I have to man the haggard, to make her come and know her keeper's call…" What does this mean? What does Petruchio think of his wife? Why? Why does Shakespeare use the word "keeper" referring to the fact Kate must acknowledge who is in charge of everything? I will also urge them to reflect on the denotation and connotation of that word in order to understand its meaning in the speech. I will give them another ten minutes or even more to respond and then I will write on the board: "This is a way to kill a wife with kindness; and thus I'll curb her mad and headstrong humor.." What does it mean? Reflect on the phrase "kill ..with kindness". Why? Does this happen today? How? Why? What do you think Petruchio will accomplish? What do you think Shakespeare wants to tell us about gender?
The last document from this comedy will be Kate's speech from Act V, Scene II, lines 136-179. In our analysis, I will ask them to determine why Kate says: "Fie, fie!" What does she really mean? Why does she refer to the man as "thy lord, thy king, thy governor"? What is the difference between this final speech and the way she spoke to Petruchio when they first met? Apparently, Kate is no longer rebellious and feisty. She is nice and respectful of her husband's authority. Is she really? What is the difference that she apparently underlines between a man and a woman? Why did she change her mind? Did she really change her mind? What does she mean when she says: ""But that our soft conditions and our hearts should well agree with our external parts"? Is she contradicting herself? Why? Is she really referring to the women when she says "unable worm" or is she inferring something else? Why does she think that women's "lances are but straw"? Before concluding this part, I want my students to reflect once again on how Shakespeare characterizes the woman, what he specifically observes about the woman, and whether his vision is misogynistic or not. I also expect comparisons with the other women we encountered in the various plays without forgetting to juxtapose them to today's image of female gender.
The unit will be concluded with an essay ñ five to six pages in length - in which they have to state their concepts of race and gender. I also want them to support their theory with three of the sources we analyzed. The struggling students will follow the same prompt but they can prepare a Power Point presentation.
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