Shakespeare and Anti-Semitism: The Merchant of Venice

Teacher: Davis, John

Subject: English II academic/honors (World Literature)
Standards & Objectives:
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.

Lesson Date: N/A

Unit: Holocaust Literature
Essential Question(s):
Is Shakespeare Anti-Semitic?
How does history and political culture affect writing?
How do authors use language and craft to express a
viewpoint?
How much can we associate a writers work with their
individual opinions?
How responsible is literature/ a text for reinforcing or
complicating dangerous stereotypes?

Lesson Context:
Lesson fits best within the context of a unit on Holocaust studies.
Potential companion texts include Elie Wiesels Night and Gerda Weissman Kleins All But My Life

TIME

INSTRUCTIONAL SEQUENCE

FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used at key
points throughout the lesson.

min

min

min

min

Get started/Drill/Do Now:

Bell ringer: grammar and vocabulary practice

Reminders/housekeeping: upcoming dates on calendar

Bell ringer worksheet, collected

for daily classwork grade.

Engage/Motivation:

Having previously studied Holocaust literature (Elie Wiesels Night) and the way hatred manifested itself
toward the Jewish people from 1938-1945, we will now expand on our knowledge of anti-Semitism by
looking at it in another canonical text.

Review definition of anti-Semitism: hatred, prejudice towards Jews.

Hook: where can we see hatred towards Jews historically, across cultures? Not just Nazi Germany

Show images of Times Square and Harry Potter World, compare to the opening of the Eternal Jew movie
and exhibit

Butanti-Semitism is not solely a Nazi ideal; it is politically institutionalized and culturally referenced
even by Allied Powers: England and Shakespeare!

Classroom talk: student

responses to posed questions as
oral review to assess what was
learned/ remembered from
previous lessons

Whole Group Instruction:

Utilizing PowerPoint

Begin analysis by performing a close reading of symbolism inherent in Eternal Jew poster/propaganda:
Coin (greed), Whip (revenge), Map (communist takeover), dirty, dark, exaggerated features (genetic
monsters)

Review history of anti-Semitism in Ancient times (biblical allusions contained within the play) as well as
specific references to Jews in English history (what did Shakespeare know about Jews culturally?). Bring
all the way back to today with references to Israel and the Arabic press.

Characterization of Jews in English history and propaganda: ARE THEY SIMILAR TO

CHARACTERIZATION OF SHYLOCK BY SHAKESPEARE IN THE PLAY?

MAIN QUESTION: WHATDOES THE CHARACTER OF SHYLOCK TELL US ABOUT ANTI-SEMITISM

AT THIS TIME? IS THE TEXT ANTI-SEMITIC OR DOES SHYLOCK SERVE THE OPPOSING VIEW?

Plot overview for excerpted reading/watching

Work sheet responses

Student questions/responses
upon review

Group Practice/Small Group Instruction:

Utilizing text, handout, & film

Work sheet responses

Student questions/responses
upon review

In pairs, small groups:

Act I: The Bond
Read
Answer Questions
Watch film

Review answers as class

Concepts to focus on in this scene: summary, characterization, inference, staging

Independent Practice:
Utilizing text, handout, & film

Work sheet responses

Student questions/responses
upon review

Individually:
Act III: The Monologue
Read
Answer Questions: perform close reading of rhetoric in text
Review answers
Concepts to focus on in this scene: rhetoric (logos, ethos, pathos), APE format
min

Act IV: Revenge vs. Mercy (courtroom scene)

Suggestions: this scene is much longer and should be watched. Students could be directed to specific passages in
the text for further study of rhetoric using teacher discretion once the clips have been viewed.
Watch film
Review passages from text
Answer Questions
Review answers
Concepts to focus on in this scene: figurative language, allusion, theme

TIME

INSTRUCTIONAL SEQUENCE

SUMMATIVE ASSESSMENT

Evaluate Understanding/Assessment:
Using the background, text, and film adaptations as evidence, students complete writing assignment on whether
they believe the play is Anti-Semitic

Writing assessment can be

longer essay or short response
using APE format (assertion,
proof, explanation)

TBD
Concepts to measure for:
argument formulation, support;
grammar + mechanics

TBD

Enrichment/Extension:
Divide students into groups based upon differing sides. Using their peers and text, construct argument for and
against the play being anti-Semitic. Debate with each side presenting their argument and vote on most thorough
argument SUPPORTED BY TEXTUAL EVIDENCE.

Debate presentations/ arguments

Resources/Instructional Materials Needed:

Merchant of Venice text + film (2004)
Teacher PowerPoint
Student Handouts

Structure
Whole Group
Guided
Practice/Small group
Independent Practice

Strategies Included in Lesson

-Think/Pair/Share
- Guided notes
-Close Reading
-Collaborative groups

-Literature Circles
-Text annotation

-Questioning the Author

-Close Reading
-Collaborative groups

-Literature Circles
-Text annotation

-Questioning the Author

- Argument formation