SERIES EDITORS:W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUSandARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIREDA TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OFWILLIAM SHAKESPEARE’STHE TEMPESTBy JAMES E. McGINN, Ed.D and JEANNE M. McGLINN, Ph.D.INTRODUCTION The Tempest is generally regarded as Shakespeare’s last play, first performed in 1611 for King James I and again for themarriage festivities of Elizabeth, the King’s daughter, to Frederick, the Elector Palatine. Scholars attribute the immediatesource of the play to the 1609 shipwreck of an English ship in Bermuda and travelers’ reports about the island and theordeal of the mariners. The period in which it was written, the seventeenth century age of exploration, the circumstancesof its performance at court, and the context of the playwright’s writing career suggest immediately some of its rich themesand ambiguities. The play can be read as Shakespeare’s commentary on European exploration of new lands. Prospero lands on an islandwith a native inhabitant, Caliban, a being he considers savage and uncivilized. He teaches this “native” his language andcustoms, but this nurturing does not affect the creature’s nature, at least from Prospero’s point of view. But Prospero doesnot drive Caliban away, rather he enslaves him, forcing him to do work he considers beneath himself and his nobledaughter. As modern readers, sensitive to the legacy of colonialism, we need to ask if Shakespeare sees this as the rightorder; what are his views of imperialism and colonialism? What are our twentieth century reactions to the depiction ofthe relationship between the master and slave, shown in this play? The theme of Utopianism is linked to the explorations of new lands. Europeans were intrigued with the possibilitiespresented for new beginnings in these “new” lands. Was it possible to create an ideal state when given a chance to beginanew? Could humans hope to recreate a “golden age,” in places not yet subject to the ills of European social order? Couldthere be different forms of government? Would humans change if given a second chance in an earthly Paradise? The play emphasizes dramatic effects. Because it was performed at court, there is a lot of stage business: music, dance,masque-like shows. The role of the artist is explored through Prospero’s use of his magic, and parallels can be drawn toShakespeare’s own sense of his artistry. Finally, knowing that this is Shakespeare’s last play, it is intriguing to explore autobiographical connections. Does he seehimself in Prospero? Does he feel somehow isolated, in need of reconciliation? How is this play a culmination of otherthemes he has explored? These questions assume an audience of students who have previously encountered Shakespeare. So, this play will be mostappropriate for high school seniors or college students. The Tempest is an excellent play for study, though, because it showsShakespeare’s final treatment of themes that have run through the other plays, e.g. good and evil, justice and mercy. Inaddition, this play provides a primary source perspective on 17th-century attitudes about imperialism. Students of worldhistory might especially be interested by this view. Also, the low humor and pageantry in the play heightens its appeal toa wider audience. Students might especially have fun with the scenes involving Caliban and the members of the crew. In this guide we will suggest activities and discussion questions which encourage students to explore these various ideas.Since the play may be challenging to high school students, teachers will need to carefully provide students withbackground knowledge in order to insure that their reading and enjoyment of the play is as rich as possible. As in previousTeacher’s Guides to Signet Classics, we include a detailed synopsis of the play and suggested teaching activities for beforestudents read, while they read, and after they read the play. A variety of activities is listed in each section, so the teachercan choose according to the themes, interests, background, and needs of students. OVERVIEW CHARACTERS BY RELATIONSHIP Prospero, the true Duke of Milan but now living on a deserted island Miranda, his daughter Antonio, brother of Prospero and usurper of the role of Duke of Milan Ariel, “an airy spirit” who does Prospero’s bidding Caliban, a savage creature controlled by Prospero Alonso, King of Naples Sebastian, his brother Ferdinand, son of the King of Naples Gonzalo, former advisor to Prospero, now principally serves Alonso A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s The Tempest 2SYNOPSIS ACT I, SCENE I The play begins on the deck of a ship at sea in the middle of a violent tempest. Amid loud sounds of thunder and flashesof lightning, the sailors fight to bring down the sails in order to control the ship. The passengers, Alonso, Sebastian,Antonio, and Ferdinand, come on deck to see what is happening, but the sailors complain that they interfere with theirwork and make more noise than the storm. Soon all appears lost as the ship breaks apart. The passengers and crew believethey are about to drown. ACT I, SCENE II The scene changes to the island where Miranda and Prospero have viewed the plight of the storm-tossed ship throughProspero’s magic powers. Removing his magical robe, Prospero tells Miranda the history of her birth and her true placeand value. He describes how he and Miranda, then not quite three years old, were forced to board a rotting ship and putto sea to suffer certain death. The conspiracy to take over Prospero’s power and station was the work of his brother whoplotted with the King of Naples, Prospero’s enemy. Now “by accident most strange,” all these men have been broughtclose to the island where Prospero and Miranda have been shipwrecked for the last twelve years. Through magic and thespirit Ariel who is required to do his bidding, Prospero created the storm and chaos among the sailors and passengers sothat they would be separated and believe the others drowned. However, Prospero has protected them all from harm andhidden the ship under a charm. When Ariel appears reluctant to continue to serve Prospero, he reminds the spirit of its imprisonment by the witchSycorax and Caliban, her child, until Prospero worked his magic. (Ariel’s gender is unspecified.) Besides, Prosperopromises complete freedom in just two days time if