Othello 3 - Ethnicity and Identity

• English
• Further Education (Key Stage 5)

Introductie

Welcome to this Othello lesson on ethnicity and identity in the play. I really enjoyed making it and I hope you and your learners enjoy the lesson too! Due to the subject matter there is a heavy lean towards mind maps, debate and discussion. I've included historical context and also three videos of different performances with interactivity built in. At time of writing all three videos work, but experience can vary and is hard for me to be sure. It's very easy to swap out the videos and replace with ones that will work for your region though! There is one slide on critical opinion, and again if that is irrelevant to the exam specification you do it is easily left out. Even if it isn't it makes for an interesting activity. I approach these as looking thematically across the whole play but if you wish to edit later references out or just use some slides that is all possible!

Instructies

More detailed instructions can be found on the notes on each slide. 

Hello and welcome to this interactive lesson on Othello!

This one is about ethnicity and identity and covers the whole play. A lot of this merges well with the concept of Othello as an 'outsider' so a lot of these slides could be adapted.

Again I am expecting learners to have at least seen or read the play for this to work best. Otherwise it could still work if broken up into chunks.

Hope you and you learners find it useful.

Learning Objectives

OTHELLO

ETHNICITY AND IDENTITY

STARTER: How might Othello, as a Moor in Venetian society, experience both privilege and discrimination?

GENERAL

HERO

TRUSTWORTHY

KEY FACTS

• The term Moor was broadly used for people of North African and Islamic backgrounds.
• Moors were sometimes admired for their military skill but also faced prejudice in Christian Europe.
• In Shakespeare’s England, blackness was often linked to ‘otherness’ and exoticism in literature.

POSITIVE PERCEPTIONS

LEADER

BRAVE

NOBLE

RESPECTED

FORMER SLAVE

FOREIGNER

JEALOUSY

CONVERTED TO CHRISTIANITY FROM ISLAM

MARRIAGE

NEGATIVE PERCEPTIONS

Ideally share the screen with the students but it will work without devices, either as a whole group discussion or asking individual students or groups.

Some of them are quite obvious but the key is of course to consider why they are positive and negative. There's a spinner here to randomly pick students to explain.

Learning Objectives

OTHELLO

ETHNICITY AND IDENTITY

Learning Objectives

• Explore how Othello’s ethnic background and identity influence his experiences, relationships, and downfall in the play. 
• Analyse how Shakespeare presents ethnicity in a Venetian context, how identity is shaped by societal expectations and personal perception, and the historical context of Moors in early modern Europe.

The learning objectives page! Classic. With added graphics!

Learning Objectives

OTHELLO

ETHNICITY AND IDENTITY

Timeline

711 CE

Moors Conquer Spain

🔹 The Moors, North African Muslims, invade and establish rule in Spain.

🔹 Their influence leads to advances in architecture, medicine, and education.

1492 CE

The Fall of Granada & Expulsion of Moors

🔹 Christian forces reclaim Spain, ending Moorish rule.

🔹 Many Moors are forced to leave or convert, leading to racial and religious tensions.

1500s CE

Moors in Renaissance England

🔹 English traders and diplomats interact with Moors.

🔹 Some Moors live in England, often in trade, music, or as servants.

1601 CE

Queen Elizabeth I’s ‘Expulsion of Blackamoors’

🔹 Elizabeth issues a proclamation to remove “blackamoors” from England.

🔹 Shows growing suspicion of non-Europeans, despite England’s global interactions..

🔹It didn't come to pass as was impractical to enact. Non-Europeans were part of the fabric of English society.

1604 CE

Othello is Written

🔹 Shakespeare’s Othello is a Black Moor, depicted as noble yet vulnerable to racial prejudice.

🔹 Reflects contemporary anxieties about race, identity, and “outsiders.”

Ideally share the screen with the students but it will work without devices, either as a whole group discussion or asking individual students or groups.

The hotspots provide extra detail.

OTHELLO

ETHNICITY AND IDENTITY

Context: The Moorish Ambassador

Historical Figures > Ambassador

Name: Abd el-Ouahed ben Messaoud ben Mohammed Anoun

Date of Birth: unknown

Date of Death: unknown

Nationality: Moroccan

Occupation: Moorish Ambassador to the court of Queen Elizabeth I of England

ADDITIONAL DATA

A context slide - you can let the students open the extra information if you want anf get them to summarise it.

The late legendary James Earl Jones performs Othello's speech before the Venetian senate. Mind map follows each video.

06:06

"She loved me for the dangers I had passed, and I loved her that she did pity them." (Act 1, Scene 3) → How does Othello’s story shape his identity?

How does Shakespeare use Othello's story to shape his identity?

Mind map based on the last speech.

Lucian Msamati, the first Black actor to play Iago, delivers this fantastic interpretation of Iago's soliloquy at the end of Act 1 Scene 3.

01:42

"Blessed fig’s-end! The Moor is of a free and open nature." (Iago, Act 1, Scene 3) → How does Iago manipulate assumptions about Othello?

How does Iago manipulate assumptions about Othello?

Mind map based on the soliloquy.

Oliver Wilson as Othello in Act 3 Scene 3 - a less famous but very engaging performance!

02:32

"Haply, for I am black and have not those soft parts of conversation that chamberers have." (Act 3, Scene 3) → How does Othello internalise society’s prejudices?

How does Othello internalise society’s prejudices?

A mind map to encourage discussion of Othello's internalised racism.

Compare Desdemona and Iago's view of Othello

Compare Desdemona and Iago's view of Othello

I recommend carefully controlling this mind map otherwise it can be a bit chaotic!

You could split the class and control the input like that.

How does Othello's sense of identity change over the course of the play?

INSTRUCTIONS

This is a time controlled mind map. We will move through each phase and the contributions will be moved to the relevant section.

Act 1

Act 3

Act 5

How does Othello's sense of identity change over the course of the play?

Another mind map - again carefully control this one- could be split into groups for feedback.

How does Shakespeare evolve Othello's sense of identity? How do other characters' perception of him change?

This is meant to be a PEEL type point here, bringing everything together from the  series of mind map slides.

You could evolve this into a full length assignment!

Learning Objectives

OTHELLO

GEOPOLITICAL CONTEXT

ETHNICITY AND IDENTITY

VENICE

A powerful maritime republic, dominant in trade and warfare.

CYPRUS

A contested territory between Venice and the Ottomans

OTTOMAN EMPIRE

A major political and military force, often at war with Venice. A vast Islamic Empire.

Either share on devices or go through with the class.

How does the geopolitical context add to tension concerning Othello as a general in the Venetian Military?

This doesn't have to be a PEEL type answer, this could even be in bullet points.

Learning Objectives

OTHELLO

FEMALE CHARACTERS

Critical Opinion -Ethnicity and Identity

AGREE

DISAGREE

AUGUST WILHELM SCHLEGEL

(1767-1845) The German poet and translator suggested that Othello's descent into jealousy was a reversion to an "innately barbarous" nature, reflecting early 19th-century racial biases. Schlegel described Othello as possessing "the wild nature of that glowing zone which generates the most ravenous beasts of prey and the most deadly poisons."

MIKA NYONI

(2012): Nyoni interrogated Shakespeare's portrayal of race and ethnicity, analysing how Othello's identity is shaped by societal perceptions and the "culture of othering." He argued that "Othello’s identity is continuously shaped and reshaped by the racial prejudices and stereotypes imposed upon him by Venetian society."

SANDEEP KUMAR DUBEY

 (2018): Dubey explored postcolonial themes in Othello, discussing how identity and culture intersect, and how Othello's position as a Black man in a White society leads to self-consciousness and isolation. He stated that "Othello’s tragedy is the tragedy of a man who could not completely shed his own cultural identity and at the same time could not fully integrate into the dominant culture."

FURTHER INSTRUCTIONS

Now find evidence from the play to demonstrate why you agree/disagree/partially agree with the critic. Be prepared to report your findings!

Obviously Schlegel's views are racist and are included here to open up discussion about challenging prejudice.

The hotspots are moveable and can be shared with students or teacher led. There is a randomiser to get students to explain their placements here. 

What does it mean to be ‘Venetian’ in the play? How does Othello both fit in and stand apart?

Fits in

Act 5

Stands Apart

KEY THEMES

Whiteness & Christianity: Venetian identity was tied to European whiteness and Catholicism.

Foreigners in Venice: Despite being a republic, Venice was selective about who could integrate.

Othello’s Position: A celebrated general but still distrusted due to his race and origins.

What does it mean to be ‘Venetian’ in the play? How does Othello both fit in and stand apart?

Mind maps are the order of the day here! Again best very carefully controlled.

A timer is included if you wish to use it to manage contributions that way.

Learning Objectives

OTHELLO

ETHNICITY AND IDENTITY

Debate

Would Othello Ever Be Fully Accepted in Venetian Society?

• You will be divided into two groups.
• One side argues yes, citing his military status and Desdemona’s love.
• The other argues no, referencing racial prejudice and societal limitations.
• Support your argument with evidence

An information slide setting up the next activity.

Learning Objectives

OTHELLO

ETHNICITY AND IDENTITY

Debate

Would Othello Ever Be Fully Accepted in Venetian Society?

GROUP FEEDBACK

I've included a spinner to faciltitate feedback here. Completely optional!

Would Othello Ever Be Fully Accepted in Venetian Society?

YES

NO

A poll to gauge class opinion following the debate.

In Shakespeare’s time, the term "Moor" was commonly used to describe people from which region?

In Shakespeare’s time, the term "Moor" was commonly used to describe people from which region?

1. Italy
2. North Africa
3. Persia
4. Scandinavia

Quiz slides based on lesson to change the pace.

Othello’s racial identity has no impact on how other characters perceive him in the play.

Othello’s racial identity has no impact on how other characters perceive him in the play.

1. True
2. False

Another quiz slide!

Why does Iago exploit Othello’s race in his manipulation?

Why does Iago exploit Othello’s ethnicity in his manipulation?

1. To make Othello doubt his worth in Venetian society
2. To appeal to Desdemona’s father’s prejudices
3. To turn others against Othello
4. All of these

And another quiz slide!

How does historical context and racial identity shape Othello’s fate?

You could specify this as a full PEEL answer with support from critics if that is relevant to your exam specification.

To what extent do you feel Shakespeare's depiction of Othello as a non-European character is ahead of his time?

010

This poll os designed to open up sophisticated debate on Shakespeare's presentation of the character. Should be interesting! Be careful could take up too much time in the lesson....but why not expand it if you have the time or want to use it to inspire an assignment?

Which critic's opinion from this lesson do you remember most clearly?

SCHLEGEL

NYONI

DUBEY

Factual recall of critics is important on some exam specifications. 

If it isn't for you this slide and the next are less important.

Which critic's opinion from this lesson do you remember least clearly?

SCHLEGEL

NYONI

DUBEY

Factual recall of critics is important on some exam specifications. 

If it isn't for you this slide can be taken out.

Use this slide to ask about anything you aren't sure about yet.

This is phase 1 of the plenary.

How confident do you feel discussing ethnicity and identity in Othello?

010

Feedback polls linked to the learning objectives.

Thank you and hope you enjoyed this lesson!