Hamlet by William Shakespeare 2017

Hamlet

Ophelia

King Claudius

Polonius

Queen Gertrude

Horatio

Keep track of what you learn about these major characters:

Literary Terms to Learn for this Unit

Term Definition

Theme Central idea or message of a story, often a perception about life or human nature

Plot Sequence of story’s events, often created through conflict

Internal conflict Struggle between person vs. self

External conflict Struggle between person vs. person, person vs. nature, person vs. society, person vs. technology

Direct characterization The author directly states a character’s traits

Indirect characterization The author provides clues about a character based on what a character does and says

Imagery Descriptive language used to create word pictures for the reader using details of sight, sound, taste, touch, smell, or movement

Symbolism A concrete object, scene, or action that has deeper significance and often connected to an important idea of theme in a work

Metaphor A comparison of two unlike objects without the use of like or as

Simile A comparison of two unlike objects using the word like or as

Personification Giving human attributes and/or feelings to an idea or thing as if it were human

Author’s purpose Authors write for many reasons: to inform, to entertain, to persuade

Style Style in literature is the literary element that describes the ways that the author uses words — the author's word choice, sentence structure, figurative language, and sentence arrangement all work together to establish mood, images, and meaning in the text. Style describes how the author describes events, objects, and ideas.

Tone The author’s attitude towards a subject in the work

Repetition repeating a point to emphasize its importance

Dramatic Irony A situation in a narrative in which the reader knows something about present or future circumstances that the character does not know. The character acts in a way we recognize to be grossly inappropriate to the actual circumstances, or the character anticipates a particular outcome that unfolds itself in an unintentional way.

Diction Word choice

Epiphany A sudden insight or realization that changes a character’s understanding

Foil A secondary character whose situation often parallels that of the main character. The behavior/response/character contrasts with that of the main character, throwing light on that particular character’s specific temperament.

Foreshadowing This is a literary technique that introduces an apparently irrelevant element early in the story; its significance becomes clear later in the play.

Monologue A speech by a single character without another character's response. The character however, is speaking to someone else or even a group of people.

Soliloquy A speech meant to be heard by the audience but not by other characters on the stage (as opposed to a monologue which addresses someone who does not respond). In a soliloquy only the audience can hear the private thoughts of the characters.

Tragedy A type of drama in which the characters experience reversal of fortune, usually for the worse. In tragedy, suffering awaits many of the characters, especially the hero.

Tragic Hero A privileged, exalted character of high repute, who, by virtue of a tragic flaw and/or fate, suffers a fall from a higher station in life into suffering.

Tragic Flaw A weakness or limitation of character resulting in the fall of the tragic hero.

Hamlet Act I Vocabulary and Study Guide

Word and definition Memory Cue

(picture or words)

Sentence (definition of word should be clear by

your sentence)

Usurp (v.): to seize and take

control without authority and

possibly with force I.i.54

Portentous (adj) portend (v.):

of momentous or ominous

significance I.i.121

Malicious (adj): intentionally

harmful; spiteful I.i.160

Mirth (n.): great merriment; joy

I.ii.12

Dirge (n.): a funeral song or

tune, expressing mourning of

the dead I.ii.12

Valiant (adj.) Valor (n.): boldly

courageous; brave I.ii.25

Perilous (adj) Peril (n.):

involving or full of grave risk

I.iii.111

Pious (adj.): having or showing

or expressing reverence for a

deity (god) I.iii. 139

Virtuous (adj) Virtue (n.):

conforming to moral and

ethical principles I.v.33

Disposition (n.): natural mental

and emotional outlook or

mood; characteristic attitude

I.v.192

Act I Scene I (I.i)

1. The guards mention that Horatio does not believe that there is a ghost – (Horatio says ‘tis but our

fantasy / And will not let belief take hold of him” (I.i.28-29).

a. What does this show about Horatio’s character?

b. Is this quotation an example of direct or indirect characterization? How do you know?

c. After witnessing the ghost, how does Horatio’s opinion change? Provide at least one quotation to

support.

d. What impact does this choice to have Horatio confirm the ghost’s reality have on the audience?

2. Describe the current state of Denmark.

3. Describe how the ghost portends the future of Denmark. Use quotes.

a. What literary device is being used here? Explain.

Act I Scene 2 (I.ii)

4. Describe three character traits of King Claudius – provide a supporting quotation for each.

Character Trait and

Description

Supporting quotation (with Act.Scene.Line) Indirect or Direct

Characterization?

5. Describe Hamlet’s emotional state lately. What accounts for this? Be specific – use quotes if applicable.

a. Is he experiencing internal or external conflict, or both? Explain.

6. Consider the King’s speech to Hamlet beginning at I.ii.90. What is being revealed about the King’s

character? Do you think the King is virtuous or malicious based on his words to Hamlet? How do you

think Hamlet would be responding in his mind?

7. Consider Hamlet’s first soliloquy (I.ii.133).

a. What is he contemplating?

b. What is preventing him from taking action?

c. What is revealed to be the true source of Hamlet’s anger/depression? Provide a quotation for

support. What kind of conflict is this?

Act I Scene 3 (I.iii)

8. In this scene, both Laertes and Polonius make a point to give specific advice to Ophelia regarding her

relationship with Hamlet. Carefully consider their choice of words and tone. Are Polonius and Laertes

looking out for Ophelia’s best interest? Are they being controlling or possessive? Is it jealousy? In the

chart below, list a few pieces of advice given by each, and explain what you think might be motivating

each person to offer this advice to Ophelia.

Advice Given by Laertes Motivation of Laertes

Advice Given by Polonius Motivation of Polonius

b. How do you think this advice might be affecting Ophelia and her decisions? Why do you think so?

9. I.iii.64 – Here, Polonius offers a series of “precepts,” or rules for moral conduct, to his son Laertes who is

returning to France.

a. List a few of these precepts, in your own words.

b. Based on the kinds of rules Polonius is offering, what seems to be most important to Polonius in

regards to his son’s behavior?

c. Do you think these precepts are valuable for a young person? Do you think they will help Laertes

to make the right moral decisions? Why or why not?

Act I Scene 4 (I.iv)

10. Describe the setting as the Hamlet, Horatio, and the guards wait for the ghost. What time of day? What

is the mood like? What impact does this have on the audience?

11. As Hamlet follows the ghost, Horatio fears that the ghost might “deprive your sovereignty of reason /

And draw you [Hamlet] into madness.” (Remember this quote). Describe Hamlet’s reaction to the men

trying to prevent him from following the ghost. Provide a quotation. Why do you think he reacts in this

manner?

Act I Scene 5 (I.v)

12. List the pieces of information revealed by the ghost to Hamlet.

13. What does the ghost of King Hamlet mean when he refers to Gertrude as his “seeming virtuous Queen”

(I.v.53). What might this make the audience (and Hamlet) think?

14. What is the reason the ghost of King Hamlet gives for why he is unable to go to heaven?

15. By the end of Act I, Hamlet swears revenge for his father’s murder. He tells Horatio that from this point

forward, his behavior may change – what does he say? Provide a quotation.

Act II Vocabulary

Word and definition Memory Cue

(picture or words)

Sentence (definition of word should be clear by

your sentence)

Rebuke (v.): an act or

expression of criticism and

censure II.ii.73

Brevity (n.): the attribute of

being brief or fleeting II.ii.97

Discretion n.) Discrete (adj.):

the power or right to decide to

act according to one’s own

judgment; judicious in one’s

conduct or speech, especially

with regard to privacy or

maintaining silence about

something delicate in nature.

II.ii.130

Contrive (v.): make or work

out a plan for; devise II.ii.230

Tedious (adj.): lacking in

interest to such an extent as to

cause mental weariness

II.ii.237

Visage (n.): the appearance

conveyed by a person’s face

II.ii.581

Act II Scene 1 (II.i)

1. What does Polonius’ use of Reynaldo say about his Polonius’ relationship with Laertes? What seems to

be a running theme in this play in regards to trust?

2. How does Ophelia describe Hamlet’s recent behavior? What kind of characterization is this?

3. What do you think accounts for or motivates Hamlet’s behavior? Is this the “mad” act he referenced

before? Is Hamlet using Ophelia in his “crazy” act? Is this a genuine reaction to Ophelia’s rejection?

Explain your reasoning.

4. How does Polonius explain Hamlet’s recent behavior? Provide a quotation. Do you agree? (II.i.103)

Act II Scene 2 (II.ii)

5. What do King Claudius and Polonius plan to do to confirm the origin of Hamlet’s madness? Again, what

does this say about the theme of secrets and lack of trust?

6. Explain the meaning of this statement made by Polonius:

“Though this be madness, yet there is method in it” (II.ii.223).

7. What does Hamlet suspect regarding the recent return to Denmark of his friends, Rosencrantz and

Guildenstern? How do his friends respond? What do you think of this? (II.ii.285)

8. At II.ii.327-334, Hamlet delivers a famous, brief monologue regarding the nature of humanity – “What a

piece of work is a man…” Line by line, try to interpret the meaning of Hamlet’s words. Use your side

notes as needed.

What is being compared with the metaphor “quintessence of dust”?

Now, characterize and analyze Hamlet’s current perspective on humanity. Explain why he may feel this way.

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Skip II.ii.342 – 575 Rosencrantz and Guildenstern tell Hamlet that a troupe of “players” (actors) are arriving to

perform. This lifts Hamlet’s spirits (why?). He asks the players to perform a scene from Virgil’s Aeneid (Greek

mythology) that tells the story of the death of Priam, King of Troy, who was killed by Pyrrhus seeking revenge

for the death of his father Achilles (sound familiar?). Hamlet also wants to see the performance of Priam’s wife,

Hecuba, and her extremely emotional reaction to her husband’s death. Hamlet is greatly moved by the

performance. He asks the players if they are able to perform the play “The Murder of Gonzago” and if he could

write and add some lines to the play. They agree, and will perform it the following night.

What a piece of work is a man, how noble in reason

how infinite in faculties, in form and moving how

express and admirable;

in action how like an angel,

in apprehension how like a god

the beauty of the world, the paragon of animals –

and yet, to me, what is this quintessence of dust?

Man delights not me,

no, nor women neither,

though by your smiling you seem to say so.

9. II.ii.576 After viewing these deeply emotional performances, Hamlet delivers a soliloquy regarding his

lack of action regarding avenging his father’s murder.

a. Based on his words, how does Hamlet feel about his lack of action thus far?

b. What do you think is actually preventing Hamlet taking action? Is it something in his nature that

may be preventing him? Is this part of greater plan? Define the type of conflict shown here.

10. Describe Hamlet’s plan regarding the play.

a. Do you think Hamlet’s plan to use the play to reveal the guilt of the King will be effective?

b. In life, what do you think might be the psychological effect on a person forced to face an image

similar to their own evil deed?

Act III Vocabulary

Calamity (n.): an event resulting in great loss and misfortune

Spurn (v.): reject with contempt

Lament (v.): express grief verbally

Clemency (n.): leniency and compassion shown towards offenders by a person or agency charged with

administering justice

Act III Scene 1

To Be or Not To Be Soliloquy

To be, or not to be, that is the question: Whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles,

60 And by opposing end them. To die, to sleep- No more; and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to: ‘tis a consummation Devoutly to be wished. To die, to sleep-

65 To sleep, perchance to dream, ay there’s the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil Must give us pause. There’s the respect That make calamity of so long life:

70 For who would bear the whips and scorns of time, Th’ oppressor’s wrong, the proud man’s contumely, The pangs of despised love, the law’s delay, The insolence of office, and the spurns That patient merit of th’ unworthy takes,

75 When he himself might his quietus make With a bare bodkin? Who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscovered country, from whose bourn

80 No traveler returns, puzzles the will, And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all, And thus the native hue of resolution

85 Is sicklied o’er with the pale cast of thought, And enterprises of great pitch and moment With this regard their currents turn awry And lost the name of action. Soft you now, The fair Ophelia.—Nymph, in thy orisons

90 Be all my sins remembered.

Notes:

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1. This is Hamlet’s second soliloquy since Hamlet told Horatio that he would “put an antic disposition on,”

or act “crazy.” How would you characterize his true mental state now? Provide examples from the text.

2. Describe the encounter between Hamlet and Ophelia beginning at III.i.99.

a. How does Hamlet characterize men?

b. How does Hamlet characterize women?

c. Comment on Hamlet’s character in this situation regarding his cruelty towards Ophelia.

Psychologically, can his behavior be explained? Can it be justified?

d. In line III.i.163, how does Ophelia account for his behavior?

3. III.i. 183 – What action does the King take in response to Hamlet’s madness/”madness”? Why do you

think he does this?

Act III Scene 2 – The play within a play

4. Explain what Hamlet means when he asks Horatio, “Observe my uncle. If his occulted guilt / Do not

itself unkennel on one speech, / It is a damned ghost that we have seen, / And my imaginations are as

foul / As Vulcan’s stithy.” (III.ii.85-89)

5. What does Hamlet mean when he says, “I must be idle”? (III.ii.96)

6. Hamlet tries to “catch the conscience” of both his mother and stepfather. Provide a quotation from

either the Player Queen or something that Hamlet says during the play that might mirror something in

Gertrude’s life for which she might feel guilty.

7. What does Gertrude mean when she says “The lady doth protest too much, methinks”? (III.ii.254)

8. Describe the King’s reaction to the play. Try to characterize his emotional/mental state. Provide a

quotation to support.

Act III Scene 3

Oh, my offence is rank. It smells to heaven. It hath the primal eldest curse upon ’t, A brother’s murder. Pray can I not. Though inclination be as sharp as will, My stronger guilt defeats my strong intent, And, like a man to double business bound, I stand in pause where I shall first begin, And both neglect. What if this cursèd hand Were thicker than itself with brother’s blood? Is there not rain enough in the sweet heavens To wash it white as snow? Whereto serves mercy But to confront the visage of offence? And what’s in prayer but this twofold force, To be forestallèd ere we come to fall Or pardoned being down? Then I’ll look up. My fault is past. But oh, what form of prayer Can serve my turn, “Forgive me my foul murder”?

That cannot be, since I am still possessed Of those effects for which I did the murder: My crown, mine own ambition, and my queen. May one be pardoned and retain th' offense? In the corrupted currents of this world Offense’s gilded hand may shove by justice, And oft ’tis seen the wicked prize itself Buys out the law. But ’tis not so above. There is no shuffling. There the action lies In his true nature, and we ourselves compelled, Even to the teeth and forehead of our faults, To give in evidence. What then? What rests? Try what repentance can. What can it not? Yet what can it when one can not repent? O wretched state! O bosom black as death! O limèd soul that, struggling to be free, Art more engaged! Help, angels. Make assay. Bow, stubborn knees, and, heart with strings of steel, Be soft as sinews of the newborn babe. All may be well. (kneels)

9. How does Claudius feel about his sin? Why does he feel he may be unable to forgiven by God?

10. What is Hamlet’s motivation for NOT killing Claudius right now? Is this an example of an internal or

external conflict?

Notes:

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King Claudius’ Soliloquy

Full Analysis: How would characterize King Claudius at this point? Is he truly evil? Is he generally good, but

crossed a line into evil? Are there other psychological factors at play? Explain in full detail, using at least two

quotations to support your response.

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Act III Scene 4

11. What might account for Polonius’ fate?

12. What motivated Hamlet to take action at this moment? Think carefully, and be specific.

13. Explain some of the main points of Hamlet’s (one-sided) conversation with his mother.

14. How does Gertrude respond? (III.iv.99-102)

15. Characterize Gertrude at this point in the play. Does she deserve blame, in your opinion? To what

extent? What do you think motivates her?

Word and definition Memory Cue

(picture or words)

Sentence (definition of word should be clear by your

sentence)

Calamity (n.): an event

resulting in great loss and

misfortune

Spurn (v.): reject with

contempt

Lament (v.): express grief

verbally

Clemency (n.): leniency

and compassion shown

towards offenders by a

person or agency charged

with administering justice

Hamlet Act IV - Vocabulary

Word and definition Memory Cue

(picture or words)

Sentence (definition of word should be clear by your

sentence)

Discord (n.): lack of

agreement or harmony

Scruple (n.): an ethical or

moral principle that

inhibits action

Conjecture (n.): a

hypothesis that has been

formed by speculating

(usually with little hard

evidence)

Superfluous (adj.): more

than is needed, desired,

or required

Incensed (adj.): angered

at something unjust or

wrong

Act IV Scene 1

1. Immediately following Hamlet and Queen Gertrude’s emotional interaction, what does the Queen

report to King Claudius? What do you think of her character based on what she says?

2. What is the King’s response to the death of Polonius? What seems to be his biggest concern? According

to Gertrude, what has been Hamlet’s response? Is this a direct or an indirect characterization of Hamlet?

Act IV Scene 2-3

3. By the end of scene 3, what do we learn about the King’s true plan for Hamlet when he is sent to

England? What do you think has motivated the King to take this action?

Act IV Scene 4

4. What is the reason for Fortinbras of Norway’s invasion of Poland? How does Hamlet react to this?

5. In his soliloquy, how does Hamlet compare himself to Fortinbras?

a. What criticism does he have for himself (a running theme, as you will note)?

b. What does he resolve to do by the end of scene 4?

Act IV Scene 5

6. Describe Ophelia’s change of demeanor. What seems to be the cause of this change, according to the

Gentleman and Queen?

7. Based on the songs and poems Ophelia recites, what else (besides the death of her father) may be the

cause of her madness?

8. Laertes returns from France upon the death of his father. How does the Messenger describe his current

demeanor?

9. Compare/contrast Laertes’ response to his father’s death to Hamlet’s response. Use details!

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Act IV Scene 6

10. Pirates! Briefly sum up what Hamlet writes in his letter to Horatio.

Act IV Scene 7

11. In lines 140-145, again, how is Laertes shown to be different from Hamlet? (Consider that he is a foil).

12. Describe the plan contrived by the King and Laertes.

a. What is their Plan B?

13. What does the Queen report regarding Ophelia? Explain, in detail, why this may have happened.

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Hamlet Act V – Vocabulary

Word and definition Memory Cue

(picture or words)

Sentence (definition of word should be clear by your

sentence)

Abhor (v.): to find

repugnant or repulsive

Infallible (adj.): incapable

of failure or error

Edify (v.): to make

someone understand;

clarify; to fill someone in

Palpable (adj.): capable

of being perceived;

especially capable of

being handled or touched

or felt

Havoc (n.): violent and

needless disturbance

Act V Scene 1

1. Based on the conversation between the gravediggers, what is the probable cause of Ophelia’s death?

a. What is the controversy over her burial?

b. Consider the deaths of both Polonius and Ophelia. Given Denmark’s burial decisions for each

character, what do they appear to value most? (Think back to the advice Polonius gave to Laertes

in Act I, as well).

2. What is the commentary on death made by Hamlet and the gravediggers? (V.i.100-225)

3. Beginning around line 285, summarize Hamlet’s reaction to Ophelia’s death. What do you think about

this reaction? Is it sincere? Does it serve a selfish purpose?

Act V Scene 2

1. How does Hamlet prevent his own murder in England?

a. What does this mean for Rosencrantz and Guildenstern?

b. How does Hamlet justify his actions? Do you believe he is morally justified? Why or why

not?

2. Horatio attempts to dissuade Hamlet from fighting Laertes. How does Hamlet respond? Provide a

quotation.

a. Why do you think he responds this way? What thoughts might Hamlet have that he is not

sharing with Horatio?

3. Prior to their duel, Hamlet makes an apology to Laertes (V.ii.240). How does he justify his actions?

Provide a quotation.

a. If you were Laertes, do you think this apology would be sufficient? Does it morally justify

Hamlet’s actions? Explain your reasons.

4. What does Laertes reveal at lines V.ii.324 and V.ii.337? How does Laertes’ revelation connect to the

themes of this unit?

5. Do you think Gertrude deserves her fate? Why or why not?

6. Describe the final conversation between Laertes and Hamlet. What is the result?

7. Who becomes King? Does he deserve the crown? Why or why not?

8. In what manner is Hamlet to be treated at the play’s end? (V.ii.441-end). Do you believe he deserves

this?

Synthesis: Choose a character who is accused of committing wrongdoing at some point in the play. Consider

King Claudius, Hamlet, Queen Gertrude, Rosencrantz and Guildenstern, Ophelia, or Laertes. Using the lines

below or separate paper, in an organized, well-written paragraph:

1. Explain ONE example of wrongdoing the character could be accused of committing.

2. Psychologically, try to explain what may have motivated this person to do what he or she did.

3. Decide if this person’s actions are morally justified or morally unjustified (evil). Explain your reasoning.

4. Use at least ONE of the readings/videos from this unit to support your opinion. (TED Talk, Stanford Prison

Experiment, 27 Psychological Reasons…, AoWs). You can use a quotation, or simply reference the work.

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