Hamlet

Unit Packet

“Though this be madness, yet there’s method in it.” - Hamlet

“The price of greatness is responsibility.”— Winston

Churchill

___________________________

Do not lose this packet. You will receive only one.

2 | P a g e

Shakespeare On Trial“To be, or not to be: that is the question”— from William Shakespeare’s Hamlet

In this assignment, you will be researching whether or not the William Shakepeare we know and love today, is actually responsible for all of the fabulous works to which he is credited.

The class will be divided into two groups, Oxfordians and Stratfordians, to research the question of authorship of William Shakespeare’s plays. Each group will research and prepare to present the main arguments of this question along with supporting evidence to back it up.

On the appointed day, each group will present their main arguments and any supporting evidence they have found. After both groups have presented, the class will hold a roundtable discussion about which arguments and evidence are the most compelling/convincing.

Here are some resources to get you started: http://www.bardweb.net/debates.html

http://www.authorshipstudies.org/

http://www.shakespeare-oxford.com/?page_id=34

http://www.shakespeareanauthorshiptrust.org.uk/index.htm

http://www.hollowaypages.com/Shakespearemonument.htm

http://doubtaboutwill.org/

http://www.shakespeare-authorship.org.uk/

https://sites.google.com/a/winnetka36.net/authorshipconspiracy/stratfordian

3 | P a g e

Part Assignments

The Ghost (Hamlet Senior)Hamlet – Queen Gertrude – King Claudius – Ophelia – Laertes – Polonius – Reynaldo – Horatio – Voltemand – Cornelius – Rosencrantz – Guildenstern – Osric – Gentleman – A Lord – Francisco – Barnardo – Marcellus – Fortinbras – Player King – Player Queen – Messenger – Grave Digger – Grave Digger’s Companion –

4 | P a g e

Hints About the playOkay, so because Shakespeare decided to do all kinds of goofy things with the English language his plays can sometimes be hard to understand. Here are some hints to help you as you read.

Images, Motifs, and Allusions (Things that will recur throughout the play) -images of disease representing sin

-the overgrowth of weeds representing sin

-Garden of Eden imagery appears throughout the play (e.g., Claudius compared to the serpent in the

Garden of Eden)

-Classical allusions include references to Hercules, Niobe

-contrasting Classical allusions of Hyperion to a satyr to point out the differences between Old Hamlet

and Claudius

-appearance versus reality (what ―seems‖ as opposed to what ―is‖)

-alienation and disillusionment

-Hamlet‘s obsession with death and the afterlife

Antecedent Action:30 years before the action of the play, the old king of Norway challenged the old king of Denmark, Hamlet, to do battle over disputed territory.

old Danish king, Hamlet killed old Fortinbras and took land that had been in dispute.

30 years later Fortinbras' son, Young Fortinbras, plans to take back the land lost by his father.

Fortinbras is prince of Norway because his father's kingdom fell to his uncle when Fortinbras was a baby. Fortinbras gathers an unauthorized army to invade Denmark without the knowledge of his bedridden uncle.

1 month before the action of the play, old Hamlet of Denmark died. He had been sleeping in the orchard when he was bitten be a poisonous snake. This statement is according to his brother, Claudius, who found him.

Hamlet was away at the University of Wittenberg when his father died. The crown was given to Claudius.

Queen Gertrude, Hamlet's mother, had been married to his father for over 30 years but married Claudius soon after her husband's funeral.

Hamlet doesn't approve because:

-he doesn't like Claudius-he feels the marriage occurred too soon after his father's death.

5 | P a g e

-he feels the snake story is rather suspicious.The Elizabethan World ViewTheocentric -- religion centred life governed by religion.highly ordered. Fixed system of hierarchies (Great Chain of Being)there is a place for everything.For each order of entities in the universe, there is an individual entity who has authority over the

others

Great Chain of BeingDeities God

ChristHoly Spirit

Angels ArchangelsAngels

Humanity KingsNoblesPeasants

Animals Lionother animals

Elements FireAirEarthWater

Just as there is order, there are forces to destroy this order

one angel challenged the primacy of God.

Lucifer and a band of rebel angels attempt to organize in order to end the superiority of God in

Heaven.

God cast Lucifer and his followers into a lake of fire. Lucifer decides to rule in Hell.

since he can't fight God directly, Lucifer decides to take revenge on God's creations.

The way to create chaos in the universe is for individuals to attempt to rise in their position.

The best way to achieve this is to entice one to try and get one to try to rise in his position. eg) Nobles

who want to be King. The removal of God's appointed King undermines the order of the

universe, and the new king becomes answerable to Satan.

at certain times, Chaos is more easily brought into the world

6 | P a g e

Religious Crises of 16 th Century Britain:

Henry VIII (r.1509-1547) In 1534 Henry breaks with Roman Catholic Church to form the Church of England with himself at the head instead of the Pope. Executes those who refuse the Oath of Supremacy including his friend Thomas More. Monasteries are seized by the crown; monks are drawn and quartered, but doctrine is not changed greatly.

Edward VI (r.1547-1553) As Edward was a child, influence fell to his uncle the Earl of Hertford (later Duke of Somerset) until 1552 when he was succeeded as Protector by the Earl of Warwick (later promoted to Duke of Northumberland). Both of these men promoted the more radical Protestantism that Henry VIII had kept at bay.

Mary I (r.1553-1558) Later known as ―Bloody Mary‖ because she had approximately 300 leading Protestants executed in her desire to bring England back to Roman Catholicism. The burning at the stake of Protestant Bishops and Archbishop Cranmer added to her reputation. As the daughter of Henry VIII‘s first wife, her claim to the throne was based on the Roman Catholic position that Henry had no right to an annulment of his first marriage. Her marriage to Philip II of Spain made her unpopular and untrusted.

Elizabeth I (r.1558-1603) Re-established the Church of England. Doctrinally Elizabeth sought compromise in the Thirty-nine Articles. Her court was at the centre of the English Renaissance, but it was nevertheless a police state as far as Roman Catholics were concerned. Fear of a Roman Catholic uprising combined with the threat of Spanish invasion made persecution of Roman Catholics a matter of political as well as religious security. The execution of her Roman Catholic cousin Mary Queen of Scots (who may have plotted against her) was her greatest crisis, and the defeat of the Spanish Armada (invading Roman Catholics) in 1588, her greatest victory

7 | P a g e

ACT I Active Reading

All the major characters of Hamlet emerge in the first act. As you read act 1, focus on Hamlet’s developing relationships with the characters listed below. In each box state the relationship between Prince Hamlet and the character named and then describe the feelings that the prince has toward that character.

8 | P a g e

King Hamlet

Relationship: Father

Feelings: GriefRespectLoyalty

Gertrude Claudius

Prince Hamlet

Ophelia Horatio

Hamlet Study GuideAct I

Act I scene i (Ramparts of the Castle)1. Identify Bernardo, Francisco, Marcellus, Horatio, and King Hamlet.

2. What had Bernardo seen at a prior watch?

3. Why have Marcellus and Bernardo invited Horatio to join them on their watch?

4. Why does Marcellus think Horatio should speak to the ghost?

5. What does young Fortinbras want to do?

6. Who do the soldiers/guards want to tell about the ghost?

Act I scene ii (Meeting of Royal Court)1. Identify King Claudius, Queen Gertrude, and Polonius.

2. Who is Laertes, and what request does he make of the king (Claudius)?

3. Where does King Claudius send Cornelius and Voltimand?

4. What does King Claudius tell Hamlet?

5. Hamlet is upset for two reasons. What are they?

6. What news does Horatio bring Hamlet?

7. What does Hamlet decide to do after he hears Horatio's news?

9 | P a g e

Act I scene iii (The Advice Scene)1. What does Laertes warn Ophelia about?

2. What is Polonius' advice to Laertes?

3. What is Polonius’ response to Hamlet’s interest in Ophelia?

4. At the end of scene iii, Ophelia agrees to "obey." What will she do?

5. What sort of family are they (Polonius, Laertes, and Ophelia)? Who is missing and how may this affect the family situation?

Act I scene iv (Meeting the Ghost)1. How does Hamlet feel about his mother and why?

2. How does Hamlet respond to the ghost?

3. Why do the others NOT want Hamlet to go with the ghost?

Act I scene v (Meeting the Ghost)1. Briefly describe the murder of the old king (Hamlet’s father), as told to Hamlet by the ghost.

2. What are the ghost's instructions regarding the queen?

3. When the others find Hamlet, what does he ask them to swear?

4. What does his mention of an “antic disposition” (1.5.191-192) suggest about his future plans?

10 | P a g e

Ghosts In This Time Period

Roman Catholics believed that ghosts were the souls of dead individuals who could return from Purgatory if they had business to take care of. (atonement, etc.)

Because Protestants did not believe in Purgatory, they believed that ghosts were the devil in disguise or demons whose jobs were to convince people to commit violent acts and disrupt the order of the universe.

Shakespeare's audience would be divided on this matter. His characters are frightened when they see a ghost.

The most heinous crime of the time is regicide (to assassinate a king appointed by God.)In Hamlet's case, he has a dilemma. His father comes to him as a ghost and tells him that he was

killed by Claudius. Hamlet cannot be sure if the ghost is truly his father, or if it is a demon in disguise. By killing Claudius, would he be committing regicide, or would he be re-establishing order.

Reasons why Hamlet does not kill Claudius right away:He is a thinker rather than a man of action.

Ideal man of the period (Renaissance man):-Scholar (Reason)-Courtier (Passion)-Soldier (Action)

Ideally, REASON should govern the soul. Otherwise, if the hierarchy within the man is not in that order, the soul is not in order.

Hamlet questions his passion and ability for action in the play. He holds up the ideal as a model to see how he measures up.

Ideal Renaissance Woman:-Honesty (purity, loyalty)-Beauty-Passion

The ideal woman has all of these ideals in perfect balance. Hamlet questions whether or not any woman can measure up to this ideal.

He suffers disillusionment because of his ideals. He becomes bitter in his estimation of lifedelays in his killing of Claudius because he is unable to follow the divine order that should lead him to action.

He has a reason to hesitate based on the metaphysical stand-point.

11 | P a g e

ACT II Active Reading

In act 2 many of Shakespeare’s characters are hatching secret plots to expose the motives and true feelingsof other characters. As you read, complete the chart below by filling in a description of each scheme or plot and its desired effect. Use as many boxes as you need.

12 | P a g e

Secret plot or scheme:

Polonius sends his servant Reynaldo to Paris to spy on Laertes

Desired outcome or effect:

Confirms his beliefs about Laertes’ misconduct

Secret plot or scheme: Desired outcome or effect:

Secret plot or scheme: Desired outcome or effect:

Secret plot or scheme: Desired outcome or effect:

Hamlet Study GuideAct II

Act II scene i (The Spying Begins)1. How much time has passed between Act I and Act II? How do you know?

2. What does Polonius instruct Reynaldo to do at the beginning of Act II? What does this tell us about Polonius?

3. Where does Polonius send Reynaldo?

Act II scene ii (Official Court Business)1. For what reason has Claudius sent for Rosencrantz and Guildenstern? How do they know Hamlet?

2. According to Polonius, what is the cause of Hamlet's madness?

3. What results have come from Cornelius’ and Voltemand’s trip to Norway?

4. What is Polonius' plan for testing his theory that Hamlet is love-crazy?

5. How does Hamlet behave when he enters? Why does he call Polonius a fishmonger?

6. How does Hamlet initially behave with Rosencrantz and Guildenstern?

7. Is is different from the way he just acted with Polonius? How does Hamlet change when he realizes the two were sent for by Claudius and Gertrude?

8. How serious should we take Hamlet’s view of the world and of man?

9. What arrangement does Hamlet make with Player 1?

10. What does Hamlet mean when he says,"The play's the thing / Wherein I'll catch the conscience of the king.”

11. After Rosencrantz and Guildenstern leave Hamlet, what does he basically say in his soliloquy?

13 | P a g e

ACT III Active Reading

The play reaches its climax, or turning point, in act 3. As you read this act, use the ovals below to record the events leading up to the climax. Use as many ovals as you need.

14 | P a g e

Climax:

Event:

Event:

Event:

Event:

Polonius and Claudius eavesdrop on Ophelia’s meeting with Hamlet

Event:

Hamlet Study GuideAct III

Act III scene i (The Nunnery Scene)1. What message do Rosencrantz and Guildenstern carry to King Claudius? What is King Claudius’ response?

2. Hamlet's famous "To be or not to be" soliloquy is in scene one. In a sentence or two paraphrase his main points.

3. What does Hamlet mean when he says, "...the dread of something after death... / Makes us rather bear those ills we have, / Than fly to others that we know not of."

4. Describe Hamlet's tone when he speaks to Ophelia.

5. Does Hamlet know that he is being watched? Does he determine that during the scene? Can you spot a place where he might? (Remember how he changed his way of talking to Rosencrantz and Guildenstern)

6. What do King Claudius and Polonius decide about Hamlet's condition after eavesdropping on Hamlet and Ophelia?

Act III scene ii (Instructions to Actors)1. Why does Hamlet give instructions to the players?

2. What was King Claudius’ reaction to the play, and what did Hamlet and Horatio decide his reaction meant?

3. What message does Rosencrantz deliver from the Queen?

4. What lesson does Hamlet teach with a recorder?

15 | P a g e

Act III scene iii (Ask For Forgivness)1. What has Claudius decided to do with Hamlet? Who will go with him?

2. What does Claudius admit in his attempt to pray?

3. Why can he not ask for forgiveness?

4. Why doesn't Hamlet kill the King when the King is kneeling?

Act III scene iv (The Queen’s Room)1. During the conversation between Gertrude and Hamlet, what goes wrong (even before Polonius’ death)?

2. Who controls the conversation?

3. Why does Gertrude call for help?

4. How does Polonius die? Who did Hamlet think he was stabbing?

5. What object does Hamlet use to force Gertrude to consider what she has done?

6. Why does the Ghost enter the scene at this point? Who sees him? What is his message to Hamlet?

7. What would Hamlet have his mother do and not do?

16 | P a g e

ACT IV Active Reading

Images of corruption, disease, and death appear throughout this act to help convey the theme that a corrupt head of state corrupts the state itself. As you read, use this cluster diagram to record words and phrases used to create this type of imagery.

17 | P a g e

Corruption,Disease,Death

Hamlet Study GuideAct iv

Act IV scene i (Meeting with Spies)1. Does Gertrude tell Claudius the truth about what happened between her and Hamlet? Is she following Hamlet’s advice at the end of 3.4?

2. How does Claudius respond the death of Polonius? What will he do now?

Act IV scene ii (A Sponge)1. Hamlet informs Rosencrantz and Guildenstern his opinion of them. What does he tell them?

2. Why must King Claudius "not put the strong arm on" Hamlet?

Act IV scene iii (At Supper)1. When King Claudius asks Hamlet where Polonius is, what is Hamlet's answer?

2. What is the content of the letters King Claudius sends with Rosencrantz and Guildenstern toEngland with Hamlet?

3. What is King Claudius’ plan for Hamlet once he is in England?

Act IV scene iv (Remember Fortinbras?)1. Why is Fortinbras’ army passing through Denmark?

2. What sort of judgement does the Captain make about the place for which they are fighting?

3. Where is Hamlet going when he meets the Captain?

4. What prompts Hamlet to say, "My thoughts be bloody or be nothing worth!" and what does he mean by that statement?

Act IV scene v (She’s Crazy)18 | P a g e

1. According to the gentleman, how has Ophelia been acting?

2. How has Gertrude been feeling?

3. Why does Laertes force his way into the castle? What does he want?

4. Whom does he initially blame?

5. How does Claudius handle the situation?

6. What does Ophelia mean when she says, "There's a daisy.  I would give you some violets, but they withered all when my father died." (Hint: look at the notes on page 217)

7. How does Laertes respond to mad Ophelia? What offer does Claudius make to get his discussion with Laertes back on track?

Act IV scene vi (AARRR... Pirates)1. Who brings Hamlet’s letter to Horatio?

2. What is the content of Hamlet's letter to Horatio? What has happened to Hamlet?

Act IV scene vii (Plotting, Scheming)1. What does Hamlet’s letter tell Claudius? Why does Hamlet want to see him “alone”?

2. What plan do King Claudius and Laertes discuss to kill Hamlet?

3. What happened when Lamord came to Denmark two months ago? How will Claudius and Laertes use Laertes’ reputation to get revenge?

4. What would Laertes do to get revenge? How does this compare to Hamlet? How does Claudius respond?

5. What happened to Ophelia? Did she kill herself, or is her death accidental (based on this description)? *NOTICE: In Act 5 scene I, her death gets a different spin*

19 | P a g e

ACT V Active Reading

Claudius has concocted a scheme to gain revenge against and ultimately kill Hamlet. Use this sequence chain to track the scheme as it unfolds.

20 | P a g e

Hamlet Study GuideAct V

Act V scene i (Cemetery Scene)1. What are the two grave diggers (clowns) doing while they talk? Who is the “she” they are talking about?

2. Why, according to the second clown, is she really being given a Christian burial?

3. What does Hamlet learn from his confrontation with Yorick’s skull?

4. Laertes thinks that Ophelia should have a better funeral service. What is the priest's answer?

5. What does Queen Gertrude mean when she says,"Sweets to the sweet!  Farewell... / I thought thy bride bed to have decked, sweet maid, / And not have strewed thy grave."

6. What happens when Hamlet appears to the others? Why is he so angry?

7. What does King Claudius say to Laertes to console him after Laertes and Hamlet are separated?

Act V scene i (Fencing Scene)1. What new sort of attitude to life do you see in first 81 lines of 5.2?

2. What would have happened to him in England? How did he find out?

3. What did Hamlet do to Rosencrantz and Guildenstern?

4. How does Hamlet feel about them?

5. What sort of person is Osric?

6. What news does he bring Hamlet?

21 | P a g e

7. How well does Hamlet expect to do in the match? Why does he go ahead with it? How does this reflect the new attitude we saw in 5.1?

8. Hamlet clearly apologizes to Laertes in this scene. How does Laertes respond? Given what we know about the plans of Laertes and King Claudius, how do you take Laertes promise?

9. Does Laertes have any honor at all?

8. What is Laertes doing at line 283?

9. What is the “union” Claudius promises to put in the cup at line 291 and perhaps does not put into the cup until after line 306?

10. What is the problem created by Hamlet’s response in line 309? What happens at line 315?

11. What happens at lines 325-335, note who wounds whom and with what sword. What happens to Gertrude (including Claudius’ lie at 339).

12. When Horatio tries to drink what is left of the poison, why doesn’t Hamlet want Horatio to die?

13. Who does Hamlet recommend to the throne?

14. What does Fortinbras mean when he says, "...Let four captains / Bear Hamlet like a soldier to the stage,... / Such a sight as this / Becomes the field, but here shows much amiss."

22 | P a g e