Grade 12 English Hamlet Study Guide

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Curriculum and Assessment Policy Statement (CAPS) Grade 12 English Home Language
Mind the Gap study guide for the play Hamlet by William Shakespeare ISBN 978-0-636-18000-0
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Copyright © Department of Basic Education 2020 222

Struben Street, Pretoria, South Africa. Contact person:
Email:
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The first edition of the series published in 2012 for the Revised National Curriculum Statement
(RNCS) Grade 12 Mind the Gap study guides for Accounting, Economics, Geography and
Life Sciences; the second edition of the series, published in 2014, aligned these titles to the
Curriculum and Assessment Policy Statement (CAPS) and added more titles to the series, including
the CAPS Grade 12 English Home Language Mind the Gap study guide for the play Hamlet by
William Shakespeare.
Mind the Gap team

Series managing editor:
Production co-ordinators for CAPS edition:
Authors: Colleen Joan Callahan, Selvie Chetty, Siphatisiwe Patricia Ndlovu Editor:
Expert readers:
Proof reader:
Designer:
Illustrators: Michele Dean, Ivan Keir, Vusi Malindi, Khosi Pholosa and Kenneth Tekane
Series cover illustration: Alastair Findlay Onsite writers’ workshop support:
Ministerial foreword
The Department of Basic Education (DBE) has pleasure in releasing the third edition
of the Mind the Gap study guides for Grade 12 learners. These study guides continue
the innovative and committed attempt by the DBE to improve the academic
performance of Grade 12 candidates in the National Senior Certificate (NSC)
examination.
The study guides have been written by teams of experts comprising of teachers,
examiners, moderators, subject advisors and coordinators. Research, which began in
2012, has shown that the Mind the Gap series has, without a doubt, had a positive
impact on the improvement of results. It is my fervent wish that the Mind the Gap
study guides will take us all closer to ensuring that no learner is left behind, especially
as we celebrate 21 years of democracy.
The second edition of Mind the Gap is aligned to the 2014 Curriculum and
Assessment Policy Statement (CAPS). This means that the writers have
considered the National Policy pertaining to the programme, promotion
requirements and protocols for assessment of the National Curriculum
Statement for Grade 12 in 2014.
The Mind the Gap CAPS study guides take their brief in part from the
2018/19 National Diagnostic reports on learner performance and draw on
the Grade 12 Examination Guidelines. Each of the Mind the Gap study
guides defines key terminology and offers simple explanations and
examples of the types of questions learners can expect to be asked in an
exam. Marking memoranda are included to assist learners to build their
understanding. Learners are also referred to specific questions from past
national exam papers and examination memos that are available on the
Department’s website – www.education.gov.za.
The CAPS editions include Accounting, Economics, Geography, Life
Sciences, Mathematics, Mathematical Literacy and Physical Sciences. The
series is produced in both English and Afrikaans. There are also English First
Additional Language (EFAL) study guides. These include EFAL Paper 1
(Language in Context); EFAL Paper 3 (Writing) and a guide for each of the
Grade 12 prescribed literature set works included in Paper 2 for both EFAL
and EHL.
Please remember when preparing for Paper 2 that you need only study the set
works you did in your EHL class at school.
The study guides have been designed to assist those learners who have
been underperforming due to a lack of exposure to the content
requirements of the curriculum and aim to 'mind-the-gap' between failing
and passing, by bridging the gap in learners’ understanding of commonly

tested concepts, thus helping candidates to pass.
All that is now required is for our Grade 12 learners to put in the hours
required to prepare for the examinations. Learners, make us proud AND
study hard. We wish each and every one of you good luck for your Grade 12
examinations.
Matsie Angelina Motshekga, MP

Minister of Basic Education
2020
Matsie Angelina Motshekga, MP

Minister of Basic Education
Table of contents
Dear Grade 12 learner ix
How to use is study guide ix
Top 7 study tips ix
On the exam day ix
Overview of Paper 2 ix
What is a contextual question ix
What is a literary essay ix
What are the examiners looking for ix
Question words ix
Back to the past ix
1 Introduction 00
1.1 Setting 00
1.2 Facts about the play 00
1.3 Background: antecedent action 00
1.4 The great chain of being 00
1.5 Points to remember when reading Hamlet 00
1.6 Chronological timeline of Hamlet 00
2 Structure, plot and sub-plot 00

2.1 The plot summary 00
2.2 Characters 00
Classes of characters 00
Characters in Hamlet 00
Diagram of relationships 00
2.3 Themes 00
2.4 Act-by-act summary, analysis and activities 00
Act 1 00
Act 2 00
Act 3 00
Act 4 00
Act 5 00
3 Stage-directions in Hamlet and activity 00
4 The soliloquies of Hamlet 00
5 Contextual questions 00
Activity 1 00
Activity 2 00
Activity 3 00
6 Literature essays 00
Activity 1 00
Activity 2 00
Activity 3 00
7 Suggested answers 00
Themes 00
Act-by-act activities 00
Act 1 00
Act 2 00
Act 3 00
Act 4 00
Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION ix
Act 5 00
Stage-directions 00
Contextual questions 00
Activity 1 00
Activity 2 00
Activity 3 00
Literature essays 00
Activity 1 00
Activity 2 00
Activity 3 00
Rubric for Literature essays 00
References 00

Dear Grade 12 learner

This Mind the Gap study guide helps you to prepare for the end-of-
year Grade 12 English Home Language (EHL) Literature exam.
There are three exams for EHL: Paper 1: Language in Context; Paper 2:
Literature; and Paper 3: Writing.
Paper 2: Literature involves the study of novels, drama, seen and

unseen poetry. A Mind the Gap study guide is available for each of
the prescribed literature titles.
This study guide focuses on William Shakespeare’s play, Hamlet, one

of the set works in Paper 2: Literature.
How to use this study guide

In the introduction to the guide (pages 00), you will find information
about the author and the events that influenced his writing. There is
also an overview of how the story is told.
From page 00 to 00 you will get the Act-by-act notes to help you understand:
• The characters;
• What happens and who is involved;
• The themes;
• The symbols, diction and figurative language
Look out for

these icons in
the study guide
Activities with
Pay special attention questions for you
to answer
Hints to help you remember

a concept or guide you in
solving problems.

Top 7 study tips

Try these
study tips to 1. Divide your workload into manageable sections. This will help
make learning
easier.
you to focus. Take short breaks between studying one section
and going onto the next.
2. Have all your materials ready before studying a particular

section of your work – pencils, pens, highlighters, paper,
glass of water, etc.
3. Be positive. It helps you to retain information.
4. You learn better when using colours and pictures. Try to use
them whenever you can.
5. Repetition is the key to remembering information you have
learnt. Constantly go over your work, until you can recall it
with ease.
6. Work with a partner. Teach each other what you have learnt.
It is definitely worth reading your revision notes aloud.
7. Sleep for at least eight hours every night. Eat healthy food
and drink plenty of water to stay refreshed. Studying for
exams is like exercise, so you must be prepared both
physically and mentally.

Use this
study guide as a workbook.
Make notes, draw pictures
and highlight important
ideas.
On the exam day

1. Make sure you have pens that work, sharp pencils, an eraser
and a sharpener. Make sure you have your ID document and
examination admission letter. Arrive at the exam venue at least
an hour before the start of the exam.
2. Go to the toilet before entering the exam room. You don’t want
to waste valuable time going to the toilet during the exam.
3. It is a must to know how many questions from each of the three

sections of the paper, you will be answering. Use the 10
minutes’ reading time to read the instructions carefully, as a
reminder of what is expected of you.
4. Break each question down to make sure you understand what

is required of you. Misunderstanding any part of the question
will lead to loss of marks. Focus on the key words for a better
understanding of the question. You will find a list of some
question words on page ix of this study guide.

5. Manage your time carefully. Start with the question you think is
the easiest. For the contextual questions, check the mark
allocation for each question so you give the correct number of
points in your answer.
6. Do not panic during the exam. All questions are linked to what
you learnt in the course of the year. Don’t get stuck on
questions you are finding difficult to understand; move on and
come back to those if time allows. Try to answer as many
questions as possible, though.
7. Write neatly so the markers can read your answers easily.

Overview of paper 2
Here is a summary of the Literature exam (paper 2):
Question number Question Type of Number of

question marks
Section A: POETRY Answer questions on TWO prescribed poems AND the questions on
the unseen poem (compulsory).
1 Prescribed poem Poetry Essay 10
2 Prescribed poem Contextual 10
5 Compulsory: Contextual 10
Unseen poem
Section B: NOVEL Answer ONE question.*
6 The Picture of Essay 25

Dorian
Gray
7 The Picture of Contextual 25
Dorian
Gray
8 Life of Pi Essay 25
9 Life of Pi Contextual 25
Total 25
Section C: DRAMA Answer ONE question.*
10 Hamlet Essay 25
11 Hamlet Contextual 25
12 Othello Essay 25
13 Othello Contextual 25
14 The Crucible Essay 25
15 The Crucible Contextual 25
Total 25
In Sections B and C, answer ONE ESSAY and ONE CONTEXTUAL question. You
may NOT answer TWO essay questions or TWO contextual questions.
• If you answer the ESSAY in Section B, then you must answer the CONTEXTUAL
question in Section C. If you answer the CONTEXTUAL question in Section B, then
you must answer the ESSAY in Section C.
• You may NOT answer TWO contextual questions or TWO essay questions.
• During the reading time at the beginning of the exam, find the questions on the set-
works you have studied for Sections B and C and read through the questions.
• Choose the essay question you will answer from Section B/C and the contextual
question you will answer from Section B/C.
• Number your answers correctly – according to the numbering system used in the exam
paper – for the two sections you have chosen.
What is a contextual question?
In a contextual question, you are given an extract (about 25–30 lines) from the
drama. You will then have to answer questions based on the extract. Some
answers can be found in the extract. Other questions will test your
understanding of other parts of the drama: plot, characters, symbols and
themes. Some questions will require that you express your opinion about the
drama.
What is a Literary Essay?

Writing literary essays is a skill requiring preparation, planning and practice.
When answering literary essays, you do not re-tell the story. Instead , you
need to focus on specific requirements of the set essay question. The number
of paragraphs in your literary essay will depend on what the question requires.
The following table guides you through the preparation and planning processes
of literary essays. It may be used to practise your writing as you work through
the activities given later in this guide.
[Source: https://www.clipart.email]
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xii
PREPARATION
THE QUESTION
Rewrite the question given.
QUESTION FOCUS
What aspect (e.g.
theme/character/plot/style)
does the question need you to
write about.
QUESTION REQUIREMENT
Write down the key instruction
words (e.g. discuss, analyse,
explain) in the question
PLANNING
INTRODUCTION
Write your topic
statement for the
essay.
BODY For each paragraph write a topic sentence and fill in key-words according
to the PEEL method of writing.
Paragraph Point
Explanation
Evidence
Link
Paragraph Point
Explanation
Evidence
Link
Paragraph Point
Explanation
Evidence
Link
Paragraph Point
Explanation
Evidence
Link
CONCLUSION
Write your
concluding sentence,
and make sure it
links with the topic
statement in your
introduction.
PRACTICE
Use the information you have written in the table above to assist you in answering your literary
essay.
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xiii
What are the examiners looking for?

Examiners will assess your answers based on:
• Your understanding of the plot (story line).
• Your ability to reorganise information. For example, you may be asked to

summarise key points or to compare and contrast character traits.
Your ability to provide information that may not be clearly stated in the extract
• using what you already know about the text. This process is called inference.
This may include explaining how a figure of speech affects your
comprehension of the drama.
Your ability to make judgements about certain aspects of the text and
presenting your opinions based on information given in the play.
This process is called evaluation. For example, you may be asked if you
agree with a statement or to discuss a character’s motive.
• Your ability to respond to the characters in the text and how this appeals to
your emotions. This is called appreciation. For example, you may be asked
how you think a certain characters feel, or what you would have done if you
were in their situation. You may also be asked to discuss how the writer’s
style clarifies your understanding of the drama.
[Source: https://www.beeswaxrubberstamps.com]
Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION xiv
Question words
Here are examples of types of questions you will meet in your English HL examination.
Question type What you need to do
Literal: Questions about information that is clearly given in the text or extract from the text.
Name characters/places/things ... Write the specific names of characters, places, etc.
State the facts/reasons/ideas … Write down the information without any discussion or
comments.
Give two reasons for/why … Write two reasons (this means the same as ‘state’).
Identify the Write down the character’s name, state the reasons,
character/reasons/theme … write down the theme
Describe the Write down the main characteristics of something, for

place/character/what happens example: What does a place look/feel/smell like? Is a
when … particular character kind/rude/aggressive? Write down
the sequence of events …
What does character x do when Write what happened – what the character did.
…?
Why does character x do …? Given reasons for the character’s action according to
your knowledge of the plot.
Who is/does…? Write the name of the character.
To whom does xx refer …? Write the name of the relevant character/person.
Reorganisation: Questions that need you to bring together different pieces of information
in an organised way.
Summarise the main points/ideas Present the main points, keeping mark allocation in mind.
…
Group the common elements … Combine the things which share the same features.
Give an outline of... Present the main points, keeping mark allocation in mind.
Place the extract in context… Explain how the events of the extract fit into
the sequence of the story.
Inference: Questions that need you to interpret (make meaning of) the text using
information that may not be clearly stated. This process involves thinking about what
happened in different parts of the text; looking for clues that tell you more about a
character, theme or symbol; and using your knowledge to help you understand the
text.
Explain how this idea links with Identify the links to the theme.
the theme x …
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xv

Compare the Point out the similarities and differences.

attitudes/actions of
character x with character y
…
Do you agree that Point out the differences and come to a conclusion
the…represents the contrast which shows your agreement or not. Whatever your
between… choice, you need to support your answer with
evidence from the text(substantiate your answer).
What do the words … State what you think the meaning is, based on your
suggest/reveal about…? understanding of the text.
How does character x react Write down the character’s reaction/what the character
when…? did/felt.
Describe how something affected
character x …
State how you know that
character x is …
What did character x mean by Explain why the character used those particular words.
the expression …? Make sure that you refer to specific words.
Explain the cause/effect of … Write the reason(s) for … /Give the repercussions of …
How does the How does the line/metaphor/simile/figurative

line/metaphor/simile/figurative language/image/literary device contributes to your
language/image/literary device understanding of the text.
affect your understanding …?
For similes and metaphors, discuss the comparison and
how it adds meaning to the text.
What, do you think, would Explain what the consequences of the action/situation
be the outcome/effect/etc. of would be.
an action/situation …?
Account for … Give the reasons for...
What does the word/line Explain what the word/line suggests.

suggest / imply…?
Evaluation: Questions that require you to make a judgement based on your knowledge
and understanding of the text and your own experience. There is no ‘right’ or ‘wrong’
answer to these questions, but you must give a valid reason for your opinion based on
evidence from the text.
Discuss your view/a character’s Write down what you think about the given the given
feelings/a theme ... aspect of the text.
Do you think that … What are your views/opinion on the given topic.
Do you agree with/that...? You need to state whether you are of the same opinion
or not.
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xvi
In your opinion, what … State your viewpoint and support it with evidence from
the text.
Give your views on … What do you think of...? Use evidence from the text.
In light of the drama as a whole, Present a detailed answer focusing on the main points
critically discuss … of the argument.
In your view, is … justified? Give reasons, based on the text, why you/a character/the
writer adopt(s) a particular standpoint.
Comment on … What do you think of...? Provide evidence from the text
to support your opinion.
Critically comment … Give a detailed responce on the required information,

with evidence from the text to support your line of
thought.
Appreciation: Questions that involve your emotional response to plot, characters and/
or style. There is no ‘right’ or ‘wrong’ answer to these questions. You need to give a
valid reason for your opinion, based on specific information from the text.
How would you feel if you were Imagine that you are character x, and describe your
character x when …? emotions.
What is your response to …? What effect does...have on you?
Do you feel sorry for…? / Do you State YES or NO and say why you feel that way.
identify with…?
Discuss the writer’s use of State how the given aspects of the drama are used to
style, diction and figurative give the text a specific effect.
language, dialogue …
Comment on the What is the writer's purpose in using... ( impact)

appropriateness/effectiveness of
a figure of speech/literary
device…
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xvii
Hey, dude! I don’t have

Katlego took her the faintest idea where I am.
Science Expo Must be in a city somewhere in
experiment a bit South Africa, because I think I
recognise the soccer
too far and before
stadium.
she could figure
out what was
happening, she
was standing in
a street in London, Soccer? What is soccer?
in the year 1600. That building is the Globe Theatre.
She approached It can seat 3 000 people. Our main
a boy of her own playwright is William Shakespeare. He
age... has staged so many plays there, he
practically owns the place.
Wow! That’s awesome! Is this guy

still alive? I read that he was born in
April 1564 and died in 1616. He wrote
38 plays and over 150 poems.
Ben Jonson was right

to call Shakespeare a
writer for all times.
Who are you? And

why are you wearing that
surgical instrument over your
ears? And yes, Shakespeare is
very much alive. This is London
in the year 1600. I’m Edward,
welcome to my world!
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xviii
Incredible! I am Katlego and

I am from the 21st century. I
live on the tip of Africa.
You won’t believe this, but we

Headphones? That's fascinating.
still study the plays of Shakespeare for our
I hope you enjoy
final matric exams. After all these years!
your studies. Shakespeare always
These are headphones. I use them to listen
wanted his audiences to have FUN!
to music on my MP3 player.
We are studying Hamlet. It Yes, it is a tragedy and the

is a tragedy and a sad deaths are necessary for the
story, involving several restoration of order.
deaths.
Basically, good triumphs over

evil.
That’s great! Is it true

that only male actors are Yes, acting is no job
allowed to perform for a woman! Young boys
in plays? play the parts written
for ladies.
People from all levels

of society attend plays. It can
get chaotic because the audience
openly show their enjoyment or
dislike of what they see on stage.
Even Queen Elizabeth 1 loves
watching Shakespeare’s
plays.
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xix
That sounds familiar.

Back in South Africa, fans also
go wild when a famous celebrity performs.
Is it true that people in Shakespeare’s time
are very superstitious? Do you have
any strange beliefs?
Ha, what is strange

to you is not strange to us!
We believe that ‘humours’, which are
substances in the body, control one’s
character. The position of the stars
at one’s birth also determines one’s
life.
Gee whizz! I didn’t

Edward, do you know that know he would become
Shakespeare is helping to develop that famous.
the English language through his
plays?
You perhaps don’t realise it

now, but he invented over 2 000
English words. These expressions were
all used by him for the first time: “tower
of strength,” “cruel to be kind”, “vanish
into thin air”, “flesh and blood... “
We still use those expressions
today!
We don’t even study

English as a subject at school. Only
a privileged few learners are able to
have private teachers who teach a bit
of English. Our subjects are
all taught in Latin.
Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xx

1. Introduction
1.1 Setting
The setting is where and when the story in the play takes place.
The story of Hamlet was written between 1599 and 1601. It is based on a Danish revenge
story first recorded by Saxo-Grammaticus in the 1100s. The setting is Denmark during the
Elizabethan times. Most of the action in the play takes place in and around the royal
palace in Elsinore.
1.2 Facts about the play
Full title The Tragedy of Hamlet, Prince of Denmark
Playwright William Shakespeare

Genre Tragedy; revenge tragedy
Protagonist Prince Hamlet
Major conflict Hamlet feels a responsibility to avenge his father’s murder

by his uncle Claudius, but Claudius is now the king and
this complicates matters for Prince Hamlet. Moreover,
Hamlet has doubts about whether he can trust his father's
ghost, and whether killing Claudius is the appropriate
thing to do.
Rising action The ghost appears to Hamlet and tells Hamlet to avenge
his murder; Hamlet pretends to be mad to his hide
intentions; Hamlet stages the mousetrap play; Hamlet is
reluctant to take the opportunity to kill Claudius while he is
praying.
Climax When Hamlet violently stabs Polonius through the arras in

Act III, scene iv, he brings himself into unavoidable conflict
with the king (Claudius). Another possible climax comes at
the end of Act IV, scene iv, when Hamlet resolves to
commit himself fully to violent revenge.
Falling Action Hamlet is sent to England to be killed; Hamlet returns to

Denmark and confronts Laertes at Ophelia’s funeral;
the fencing match between Hamlet and Laertes; the
deaths of the royal family.
Setting (time) Elizabethan times
Mind the Gap English Home Language: Paper 2 Hamet xxi

Hamlet
Settings (place) In and around (mostly) the royal palace in Elsinore, a city
in Denmark.
Shakespeare’s
Hamlet sounds like
A South African Soapie
today –people from
around here can
relate to it
1.3 Background: Antecedent Action

 30 years before the action of the play, the old king of Norway challenged
the old king of Denmark, Hamlet, to a fight to resolve issues over
disputed territory.
 The old Danish king (Hamlet) killed old Fortinbras in an unfair combat
and took the land that had been the cause of their dispute.
 30 years later, Fortinbras' son, (Young Fortinbras) plans to take back the
land lost by his father, and avenge his father’s death.
 Fortinbras is prince of Norway because his father's kingdom fell to his
uncle when Fortinbras was still too young to rule. Fortinbras gathers an
unauthorized army to invade Denmark without the knowledge of his
bedridden uncle.
 One month before the action of the play, old Hamlet of Denmark died.
He had been sleeping in the orchard where it is said he was bitten by a
poisonous snake. This statement is according to his brother, Claudius,
who found him dead.
Mind the Gap English Home Language: Paper 2 Hamlet

Hamlet
 Hamlet was away at the University of Wittenberg when his father died.
Claudius took over kingship.
 Queen Gertrude, Hamlet's mother, who had been married to his father
for over 30 years, marries 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; he feels the snake
story is rather suspicious.
1.4 The great chain of being

The main concept of the Great Chain of Being is that every existing thing in the
universe has its “place” in an outlined hierarchical order.
Deities God
Christ
Holy Spirit
Angels Archangels
Angels
Humanity Kings
Nobles
Peasants
Animals Lions
other animals
smaller creatures
Elements Fire
Air
Earth
Water
The results of any change in this order are tragic. In Hamlet, Shakespeare dwells on the
results of the disruption of order in this chain.
 Social order is disrupted, resulting in human beings’ inability to live peacefully.
 The Great Chain of Being is brutally disturbed in Hamlet, and until the very end,
there is never a point in the play when there is serenity.

Hamlet
1.5 Points to remember when reading Hamlet

1. Nothing takes the place of actually reading the play.
Read the play Act-by act with a friend and summarise each act, paying attention to
its context in the play.
2. The Hot Seat Game.
At the end of each scene, ask each other questions about what happens in that
scene. Present your answers as if you are one of the characters in that scene.
For example:
QUESTION: Horatio, how are you going to tell your best friend that you have seen
the ghost of his dead father?
ANSWER: It is my duty as Hamlet’s friend, to speak about what we witnessed
tonight. Since the ghost did not speak to us, maybe it will speak to him. What
choice does that leave me ? I have to approach him at the most convenient time
this morning. (Act 1. Sc. 1. L. 145:153)
3. Quizzes to check comprehension.
You can design these with a friend and use them to check each other’s
understanding of the different aspects of the play.

Hamlet
1.6 Chronological Timeline of Hamlet

Old Hamlet’s
battle with Old
29 years
Fortinbras
Young Hamlet’s
birth
King Hamlet’s
murder
1-2 months
2 months
Wedding of
Claudius and
Gertrude
Court Scene 4 months
Ramparts
Laertes leaves
for Paris
The “mousetrap”
6 months
play
Hamlet leaves
for England
30 years
months
Less than 2 months
Hamlet is taken
by pirates
Hamlet’s 30th
birthday
Laertes returns.
Ophelia’s
madness
Hamlet returns.
Graveyard.
1 day
Swordfight.
Death of Hamlet.
1 day

Hamlet
2 Structure, plot and sub-plot

Hamlet is a five-act play divided in scenes. It has a main plot (the story of Hamlet
avenging his father’s death) and a sub-plot (the story of Polonius and his family).
2.1 The plot summary
The former king of Denmark Hamlet has to avenge his Hamlet’s main concern here is to prove
has died. The guards inform father’s death. However, he that Claudius is guilty of killing King
Prince Hamlet about the is not sure if the ghost was Hamlet. He uses the ‘mouse trap’ play
appearance of his father’s indeed the late king. He is by the theatre troupe as a means to
ghost. The ghost tells him undecided on what action to see Claudius’ reaction of innocence or
about the poisoning by take. It is here that he guilt.
Claudius, who has usurped decides to pretend to be
the throne and married mad so that he can gather
Gertrude. all the facts without making
Claudius suspicious.

Hamlet
Hamlet confirms that Hamlet confronts his mother During the match, Laertes has the tip
Claudius is guilty when he in her room and accidentally of his sword poisoned. Claudius has a
leaves the play anxiously. kills Polonius, who poisoned cup to offer Hamlet.
Hamlet follows him and finds materialises from behind Unfortunately, Gertrude drinks from
him praying for forgiveness. the arras. Claudius the cup and dies. The poisoned sword
Hamlet hesitates to kill banishes Hamlet and plots kills Hamlet, but not before Hamlet has
Claudius because he thought his death. Ophelia loses her scratched Laertes with it, leading to
by doing so at this moment, sanity because of grief after his death as well. Hamlet forces
Claudius will go to heaven. her father’s death, and Claudius to drink from the poisoned
Hamlet decides to wait for drowns. Hamlet finds his cup and dies too. Only Horatio lives to
another opportunity to kill way back to Denmark, only tell the story.
Claudius. to be challenged into a
fencing match by Laertes
who blames Hamlet for the
death of his father and
sister.
[Adapted from www.teachingcompanion.com ]

Hamlet
2.2 Characters
In this play, the protagonist is Prince Hamlet. His actions and the decisions drive the action
of the play. Other characters in the play take the role of antagonists – they stand in
opposition to the main character.
One of the roles of the antagonists is to help create tension or conflict in the plot and to keep
the action of the play going. Examples of antagonists in the play are Claudius and Polonius.
Minor characters support the protagonists and give the readers more information. For
example, Horatio, Rosencrantz and Guildenstern give us more information about Hamlet’s
state of mind, his character and actions.
Classification of characters according to social status
In Hamlet, the characters’ social standing plays an important role, especially in relation to
the Great Chain of Being.
The nobility
This is the noble class, made up of the royal family and the courtiers, whose wealth and
position in society were inherited. They had political power and owned most of the land. The
nobles in the play include Prince Hamlet, Claudius, Gertrude, King Hamlet and the
Fortinbrases.
The commoners
These are people who had no inherited titles or wealth. Most of them had little chance of
improving their social status except through their relationships with the nobility. For
example, Horatio, Hamlet's university associates (Guildenstern and Rosencrantz),
Polonius and his children, the guards and the grave diggers, all belong to this class.
Some of the commoners are used to provide humour and to comment on the actions of
the other characters are doing , e.g. in the graveyard scene.
Clergy
The clergy in Elizabethan times were given a special role in society. In Hamlet, the priest
performs the last rites and burials, as seen during Ophelia’s burial.

Hamlet
Nobility A Commoner Clergy
Source: Source:
Source: www. etc. ufs.edu www.medievaleurope.mrdonn.org www.shakespeare-art-
museum.com
Characters in Hamlet
Major Characters
Hamlet - Prince of  Nobility- a prince
Denmark  Protagonist
 Son of Queen Gertrude and the dead, old King Hamlet;
30 years old.
 A scholar at a university in Wittenburg.
 A thinker and slow in action (always prioritizing
reasoning before action)
 Melancholic
 Passionate
 Turns into an impulsive character as a result of the events
in the play
Claudius- King of Denmark  Nobility – King.

 Antagonist; chief suspect in the murder of King Hamlet
 Hamlet's uncle (his father’s brother) and Gertrude's second
husband.
 He is a power-hungry and lustful
 Slick and suave politician.
 Manipulative and convincing.

Hamlet
 He is remorseless and easily threatened.

 His love for Gertrude, however, seems genuine.
 He is also a hedonist- any excuse to party.
Gertrude  Nobility – Queen

 Hamlet's mother.
 She is naïve.
 Gertrude clearly loves her son, but does not understand
his disgust at the hasty marriage to Claudius.
Polonius  King’s advisor

 Father of Laertes and Ophelia. He loves them dearly and
wishes to protect them even going to the extent of spying
on them.
 He is long-winded and pompous and can scheme, but
without Hamlet's or Claudius's skill.
 He is very conscious of his position and role and always tries to
be on the good side of power ( ambitious).
Horatio  A commoner
 Horatio went to university with Hamlet and remains his
loyal best friend.
 Trustworthy
 Empathetic
 Hamlet values Horatio's self-restraint.
 Horatio is the only character in the play, least
moved by passion.
• After the death of the key characters, Horatio lives to tell Hamlet’s
story.
Ghost  Noble – King
 Spirit of the late King Hamlet
 Vengeful and wants Hamlet to avenge his murder.
 Manipulative

Hamlet
Laertes  Commoner
 Laertes is Polonius' son and Ophelia's brother.
 He is a student in Paris but he returns from school
because of King Hamlet's death.
 Laertes is short- tempered and passionate and loves his
family deeply.
 He is a man prone to action rather than thought ,Like
Hamlet he seeks to avenge the death of his father.
 He serves as a "double" to Hamlet, providing numerous points of
comparison in terms of his behaviour.
Ophelia  Commoner
 Polonius's daughter, Laertes' sister and Hamlet's love.
 She obeys the social conventions of the time relating to
women.
 Her loyalty to her father and denied love by Hamlet
resulting ultimately results in insanity.
 She is seen as a kind of female “double” of Hamlett
hrough her real madness compared to his assumed one.
 Even in her lapse into madness and death, she remains

“innocent”, singing songs about flowers and finally drowning in
the river amid the flower garlands she had gathered.
Fortinbras  Nobility – Prince of Norway

 Son of Old Fortinbras, who died in battle with Old Hamlet
and lost lands to Denmark.
 Prince Fortinbras seeks to avenge his father's death and
re-claim the lost lands.
 As another son seeking revenge for his father, Fortinbras offers
another "double" of Hamlet.
Minor Characters
Osric  Courtier who plays a minor role as the King's messenger
and as referee of the fencing match between Hamlet
and Laertes.

Hamlet
Rosencrantz and  Classmates of Hamlet's in Wittenberg. Claudius

uses them to Elsinore to spy on Prince Hamlet.
Guildenstern
Voltimand and Cornelius  Danish courtiers whom Claudius sends to Norway, as

ambassadors, to persuade the king to stop Fortinbras from
attacking the state of Denmark.
Marcellus and Barnardo  Danish officers on guard at the castle of Elsinore.
 The officers who first see the ghost walking the ramparts of
Elsinore and summon Horatio to witness it.
 Marcellus is present when Hamlet first meets the ghost.
Francisco  Danish soldier on guard at the castle of Elsinore.
Reynaldo  Polonius’s servant whom he sends to Paris to observe and report
on Laertes' conduct.
Two Clowns (the  Two rustics (identified as clowns) who dig Ophelia's grave.
Gravediggers)
[Sources: www.slideshare.net/hamlet.characters; www.alamy.com]
[Source: https://hamletispforgrade12english.wordpress.com]

Hamlet
Diagram showing how the characters are related
[Source: Houghton, Mifflin and Harcourt, Cliff Notes]
[Source: https://hamletispforgrade12english.wordpress.com]

Hamlet
2.3 Themes
A theme is a dominant message with universal relevance. Major themes in Hamlet

include:
 Corruption and Disease

 Death and Mortality
 Appearance vs Reality There once was a
 Insanity and Reasoning melancholy Dane,
 Revenge Who discovered his
 Religion father was slain.
 Family and Gender
He’s surrounded by
 Love and Lust (Sex)
lies,
Then everyone dies
And the body count is pretty
insane.
[Adapted from https://wronghands1.com]

Hamlet
Activity
Consider the following themes of Hamlet and complete the textual references. As
you read through the play, be encouraged to add any other relevant references.
THEME EXPLANATION AND TEXTUAL REFERENCES
EXAMPLES
Corruption and Disease Constant reference to power Act 1, scene 4, line …
struggles, ambition, Act 1, scene 5, lines…
scheming and decay. Act 2, scene 2, lines ...
E.g. the usurping of the Act 3, scene 3, lines …
throne, manipulation of Act 4, scene 7, lines …
others, and the moral decay
in Denmark.
Death and Mortality Death by murder and Act 1, scene 5, lines …
suicide, and reflection on Act 4, scene 7, lines …
mortality. Act 5, scene 1, lines …
E.g. King Hamlet’s murder, Act 5, scene 2, lines …
the deaths of Ophelia,
Gertrude, Claudius, Laertes
and Hamlet.
Appearance vs Reality The contrast between what Act 1, scene 2, lines …
seems to be reality and the Act 1, scene 5, lines …
actual reality. Act 2, scene 2, lines …
E.g. Hamlet’s madness; the Act 4, scene 3, lines …
play-within-the play;
Claudius’ marriage to
Gertrude; Rosencrantz and
Guidenstern’s friendship
with Hamlet.
Insanity and Reasoning Hamlet’s “antic disposition”; Act 1, scene 5, lines …
Hamlet’s inaction, Ophelia’s Act 3, scene 3, lines …
madness. Act 4, scene 5, lines …
Revenge Sons avenging their fathers’ Act 1, scene 5, lines …
deaths. E.g. Hamlet, Act 4, scene 7, lines
Fortinbras and Laertes Act 5, scene 2, lines …
Religion “Garden of Eden Imagery”, Act 1, scene 2, lines …
Hamlet’s religious beliefs Act 1, scene 5, lines …
causing his inaction; Act 2, scene 2, lines
references to heaven, hell, Act 3, scene 3, lines …
purgatory and judgement. Act 3, scene 4, lines …
Act 5, scene 2 lines …
Family and Gender Parent-Child relationships, Act 1, scene 2, lines …
sibling relationships, Act 1, scene 3, lines …
patriarchy, Hamlet’s Act 1, scene 5, lines …
misogyny (intense dislike of Act 2, scene 2, lines …
women) Act 3, scene 1, lines …
Act 3, scene 4, lines …
Love and Lust (Sex) Hamlet and Ophelia, Act 1,scene 2, lines...
Claudius and Gertrude. Act 3,scene 1, lines ...
Act 3,scene 4, lines ...

Hamlet
2.4 Act- by- Act Summary and Analysis

Act 1: ‘Something is rotten in the state of Denmark’.
Did You Know?
At the time this play was written, ghosts and hauntings often appeared in literature and in
theatre productions. Ghosts returned to seek vengeance, reclaim property, or give
warning of looming trouble. Shakespeare used ghosts in several of his works. In Hamlet,
the ghost returns to warn Hamlet about Claudius’ deeds.
Summary
The play opens at midnight: in the dark, the cold, and the fog of the castle walls. From the
start, there is a sense of melancholy. On the surface, all looks well in the court of Denmark,
where there is an efficient new King making calculated political decisions and in love with his
new wife. But under the surface, something unfinished and unresolved is looming. And as
the play opens, it is starting to rise.
Analysis
Act 1 introduces us to the main characters of the plot (the story of Hamlet avenging his
father’s murder) and sub-plot (the story of Polonius and his family). The appearance of the
Ghost serves as an omen that “something is rotten in the state of Denmark”, caused by the
subversion of the Great Chain of Being when Claudius kills King Hamlet.
The act introduces the key themes of corruption and disease, death, appearance vs
reality, revenge, religion, family and gender, love and lust.
Activity
Essay Question: Discuss what has been revealed about the character of Hamlet
thus far in the play. Pay particular attention to his soliloquy in Scene Two in your
response. [ 25]

Hamlet
Act 2: ‘By indirections find directions out’.

Did You Know?
When Hamlet meets with the acting troupe that visits Elsinore Castle, he asks a player to
give a speech about the death of King Priam, a figure in Greek mythology. In this speech
the player describes the brutal murder of King Priam at the hands of Pyrrhus, witnessed by
Priam’s wife, Hecuba. Priam was the last ruler of Troy, a city conquered by forces from
mainland Greece at the end of the legendary Trojan War. Pyrrhus led the final attack on
Troy to avenge the death of his father, Achilles, who was killed by one of Priam’s sons.
Summary
Hamlet starts to act strangely because of the “antic disposition” that is part of his plan to
expose Claudius. To be convincing, Hamlet rejects Ophelia, while Claudius and Polonius
spy on him in order to find out the reason for the sudden change in his behaviour. Claudius
summons Hamlet’s university friends, Rosencrantz and Guildenstern, and tasks them with
observing Hamlet closely and to report all they discover to him. Their arrival coincides with a
group of travelling actors that Hamlet happens to know well. Hamlet decides to use this
troupe in his scheme to expose Claudius and writes a play including scenes that mimic the
suspected murder of his father. Hamlet asks the actors to present the “Mousetrap” play as
entertainment for the King and Queen and the other courtiers.
Analysis
This act is full of deception and intrigue. Hamlet’s “antic disposition” causes, confusion,
tension and further plotting within the Danish court.
Key themes developed are those of corruption, appearance vs reality and revenge.
Activity
Imagine that you are Claudius. You are suspicious of Hamlet’s strange behaviour (“antic
disposition”). Write a diary entry in which you share your thoughts and feelings.
Begin your diary as follows:

Dear Diary
Hamlet is acting so strangely. Should I be worried? …

Hamlet
Act 3: ‘The play’s the thing wherein I’ll catch the conscience of the
king’
Did You Know?
In act 3, scene 2, Hamlet’s play is preceded by a scene without dialogue, called a “dumb
show.” A dumb show was a common feature of pre-Shakespearean tragedies. Its purpose
was to preview what was to happen in the upcoming play to provide audience members
with background information and enhance their understanding of the play.
Sanity Versus Madness

Hamlet’s sanity is a point of discussion throughout the play. As the play progresses, it is
difficult to determine whether Hamlet’s “antic disposition” is in fact real madness. As you
read the play, judge Hamlet’s state of mind for yourself.
Summary
At the performance, Hamlet and Horatio observe Claudius’ reaction to the play. Claudius is
provoked by the action and his guilt causes him to leave in haste to pray. He realises that
Hamlet knows the truth, so decides to banish him. Hamlet is summoned by his distraught
mother, and on his way to her, he comes upon Claudius, attempting to pray. Hamlet is in a
quandary, for if he kills Claudius as he prays, his soul may go to heaven rather than hell.
Hamlet decides to spare his life for the time being.
Analysis
The focus of this act is the play-within-the-play and its impact on the lives of the main
characters.
This act strengthens the following themes: corruption and disease, death, appearance vs
reality, revenge, religion, family and gender, love and lust.
Activity
The following extract is from Act 3, scene 2.
Source:
https://www.gettyimages.com
HAMLET Tis now the very witching time of night,

When churchyards yawn and hell itself breathes out 380
Contagion to this world: now could I drink hot blood,
And do such bitter business as the day
Would quake to look on. Soft! now to my mother.
O heart, lose not thy nature; let not ever
The soul of Nero enter this firm bosom: 385

Hamlet
Let me be cruel, not unnatural:

I will speak daggers to her, but use none;
My tongue and soul in this be hypocrites;
How in my words soever she be shent,
To give them seals never, my soul, consent! 390
[Exit]
You are the director of Hamlet. Write notes on how you would stage this speech by
Hamlet, focusing on: his tone and body-language (gestures).
Director’s Notes

Hamlet
Act 4: ‘Diseases desperate grown by desperate appliance are

relieved, or not at all’
Did You Know?
How many times have you heard the line “To be, or not to be—that is the question”? Many
of the lines that Shakespeare wrote have become a part of our everyday language and
culture. Here are some of the often-quoted lines you’ve read so far. How many of them have
you heard before?
• “This above all, to thine own self be true” (act 1, scene 3)
• “Something is rotten in the state of Denmark” (act 1, scene 4)
• “Though this be madness, yet there is method in’t” (act 2, scene 2)
• “Get thee to a nunnery” (act 3, scene 1)
Tragic Heroes
The central character of a tragedy is a tragic hero, a noble character who meets his or her
death typically because of a character defect or an error in judgment. The problem that
causes a character’s downfall is called a fatal flaw. This concept was first introduced by the
Greek philosopher Aristotle, who referred to the flaw or error in judgment that causes a
hero’s suffering. Hamlet is one of Shakespeare’s tragic heroes. As you read the play from
now onwards, try to identify Hamlet’s tragic flaw.
Summary
Hamlet is sent to England, supposedly as an ambassador, just as Fortinbras of Norway

crosses Denmark with an army on his way to attack Poland. During his journey, Hamlet
discovers a letter from Claudius to the English king, instructing for Hamlet to be killed once
he arrives in England. Hamlet returns to Denmark alone, after sending his companions
Rosencrantz and Guildenstern to their deaths in his place.
Ophelia is desolate at Hamlet’s rejection and the loss of her father. She goes mad and
drowns.
Analysis
Betrayal and desolation are central to this act. Claudius conspires against
Hamlet, who discovers his betrayal by Rosencrantz and Guildenstern, and
Ophelia descends into madness and dies.
In this act, the theme of sons avenging their fathers’ deaths is predominant as
Laertes seeks revenge for Polonius, and Fortinbras’ action contrasts with the
earlier inaction of Hamlet. The themes of corruption and death are further
developed. Source:
https://www.pineterest.
com
Source: https://study.com

Hamlet
Activity
The following extract, from Act 4, scene 5, is often called Ophelia’s “mad-scene”:
OPHELIA There's rosemary, that's for remembrance; pray,
love, remember: and there is pansies. that's for thoughts.
… 159
OPHELIA There's fennel for you, and columbines: there's rue

for you; and here's some for me: we may call it
herb-grace o' Sundays: O you must wear your rue with
a difference. There's a daisy: I would give you
some violets, but they withered all when my father
died: they say he made a good end,--
Source: http://www.shakespeare-online.com/plays/hamlet_4_5.html
The flowers mentioned in the above-extract are symbolic. Write notes on what
each one of them symbolises in the context of the play.
Notes

Hamlet
Act 5: ‘The readiness is all’

Did You Know?
Shakespeare’s tragedies frequently include characters that provide comic relief in the midst
of seriousness. Their role is to relieve the emotional intensity generated by the other events
of the play. The gravediggers in act 5 serve this purpose.
Think about how the gravediggers provide contrast to the serious events of act 5 and help
Hamlet to gain new insight into life and death.
Summary
Hamlet meets Horatio in the graveyard, along with a gravedigger. They discuss the
realities of life and death. Ophelia's funeral procession arrives at the graveyard. Hamlet
confronts Laertes, who has taken his father's place at the court. Laertes wants to avenge
his father’s death.
Hamlet and Laertes agree to a duel. Claudius conspires with Laertes to kill Hamlet. They
plan that Hamlet will die either on a poisoned sword or with poisoned wine. The plans go
wrong, when Gertrude unwittingly drinks from the poisoned cup and dies. During the scuffle,
Laertes is scratched by his own poisoned sword, with which he wounds Hamlet as well.
Laertes dies.
Shortly after forcing Claudius to drink the poisoned wine, Hamlet dies, leaving his
friend Horatio to tell the story to Fortinbras, who is proclaimed King, based on an
ancient claim to the Danish throne.
Analysis
Act 5 is the resolution to all the chaos and disorder in Denmark. The extent of Claudius’
deception is revealed to all and the deaths of the fathers are finally avenged. This act shows
how life is snuffed out by death, as the play ends with a stage littered by corpses. Good
triumphs over evil, poetic justice prevails and order is restored.
Themes prevalent here are: death, revenge and justice.
Source: https://study.com

Hamlet
Activity
Study the following picture depicting the theme of death in Hamlet.
Source: http://www.theotaku.com
Write a paragraph stating how each character dies. Your narrative should present the
deaths in chronological order.
The theme of Death in Hamlet

Hamlet
3 Stage-directions in Hamlet
Shakespeare wrote his plays to be performed. The company which performed Shakespeare’s
plays, the Lord Chamberlain’s Men, became known as the King’s Men when James I succeeded
Elizabeth I as monarch. Actors did not receive the full script. Instead they were given a collection
of pages with their lines only in the form of cue-scripts. Stage directions were sparse, and it was
up to the actors themselves and the directors to fill in their own stage directions according to
their interpretation of the original scripts. In modern versions of Hamlet, stage directions are
entered within the full-script, either in brackets or printed in italics.
GRAVEDIGGER 1
(Digs and sings) Stage Direction
In you when I did love, did love, Methought it was very sweet,
(HAMLET and HORATIO enter centre, cross to the side steps, Stage Direction
and watch him, amused)
GRAVEDIGGER 1
(Digs and sings)
To contract, oh the time for a-my behove, O methought there-a

was nothing a- meet.
[Source: www.researchgate.net]
[Source: http://7.poison.mrvpfotografie.de/stage-directions-diagram.html]

Hamlet
Activity
The tables which follow contain the cue-scripts of Laertes, Claudius, Polonius, Hamlet and
Gertrude for Act 1, scene 2, lines 50 – 86. In groups, read the given cue-scripts and fill in
relevant stage-directions.
[Source: www.cleanpng.com]

Hamlet

Hamlet

Hamlet

Hamlet

Hamlet
[Source: https://www.shakespeare.org.uk]

Hamlet
4 The soliloquies
Hamlet has six key soliloquies.

Through careful analysis of the
soliloquies, one can trace the
crisis that Hamlet underwent.
Thus, the six key soliloquies are
relevant because they allow you
to follow the progression of his
predicament. The soliloquies
reveal Hamlet’s complex
emotional state. The tension
between Hamlet’s need for
revenge and the question of
morality, guilt, justice as well as
his uncle and mother’s position,
are vividly presented in the
soliloquies.
1. Hamlet's First Soliloquy

O that this too too solid flesh would melt,
Thaw, and resolve itself into a dew!... (Act 1, Scene 2)
Summary
Hamlet’s first soliloquy shows that he is angry with his mother and upset over his father’s
death. It also expresses Hamlet's deepest thoughts. Through suicide, he feels that he can
escape all of his problems. His problems seem to increase: his father's death, his widowed
mother marrying his uncle so soon and his confusing relationship with Ophelia. The first
soliloquy introduces Hamlet's first thoughts of suicide. It also enables you to know how
much he disproves of his mother and uncle's relationship.
Key points
 Hamlet’s meditative nature which contributes to the delay in avenging his father’s death
 You get to know how excellent a king Hamlet’s father was compared to Claudius.
 Theme of death

Hamlet
2. Hamlet's Second Soliloquy
O all you host of heaven! O earth! what else?

And shall I couple hell? O, fie! — Hold, my heart... (Act 1, Scene 5)
Summary
This soliloquy comes after Hamlet has spoken to his father’s ghost. This is when he decides
that he will forget everything he has learned ever since he was a child so he may remember
his father's ghost. He makes revenge his main purpose from now onwards.
Key points
 Hamlet’s reaction to the ghost’s revelation of how his father died
 Hamlet’s resolution to avenge his father’s death
 His views of his mother and uncle
3. Hamlet's Third Soliloquy
Now I am alone.
O, what a rogue and peasant slave am I!... (Act 2, Scene 2)
Summary
Hamlet bitterly rebukes himself for his continuing failure to execute his revenge. The player
is shedding tears while reciting a speech descriptive of Hecuba’s grief over the death of her
husband.
Key points
 Hamlet’s inaction and his realisation that by now he should have taken steps to
avenge his father’s death.
 The theme of revenge is further developed in this soliloquy
4. Hamlet's Fourth 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,
And by opposing end them?... (Act 3, Scene 1)
Summary
This is one of the most popular and important soliloquies from Shakespeare’s plays
because of its moralistic nature. Hamlet undergoes a considerable mental debate and finds
himself on the horns of a dilemma; ''To be or not to be: that is the question'‘. It is this
dilemma that he focuses on in this soliloquy: suicide versus the injustices and ills we have
to endure in life.

Hamlet
Key points
 Hamlet’s academic character: - reason and logic as key points in decision making
 Hamlet’s contemplation of suicide
 The explanation for his delay in carrying out his purpose
 The mental torture because of failure to avenge his father’s death so far in the play.
5. Hamlet's Fifth Soliloquy
'Tis now the very witching time of night,

When churchyards yawn, and hell itself breathes out
Contagion to this world...
Soft! now to my mother...
Let me be cruel, not unnatural;
I will speak daggers to her, but use none... (Act 3, Scene 2)
Summary
At this moment, Hamlet is in a mood in which he could ''drink hot blood and do
such bitter business as the day would quake to look on.” (Act 111, iii).
Key point
 Hamlet decides to confront his mother and ‘speak daggers’, but not use any.
6. Hamlet's Sixth Soliloquy
Now might I do it pat now he is praying,

And now I'll do it, and so he goes to heaven.
And so am I revenged, that would be scanned... (Act 3, Scene 3)
Summary
This is when Hamlet reasons against killing Claudius when he finds him praying, lest he
sends him to heaven. For him, killing his father’s murderer at this moment, when directly
communicating with God, would defeat his purpose of revenge. Hamlet decides to wait
for an opportune moment when Claudius is ''drunk asleep, or in his rage, or in the
incestuous pleasure of his bed, at gaming, swearing, or about some act that has no relish
of salvation in it''. (Act iii, iv)
Key points
 Hamlet finds reason not to kill Claudius again.
 Hamlet’s moral/ ethical dilemma
 More on Hamlet’s inaction

Hamlet
CONCLUSION
 The soliloquies are important in that they help you to understand Hamlet’s most intimate
thoughts.
 They also reveal Hamlet’s philosophical nature.
 Reasons for his delay to avenge his father’s death come out clearly in the soliloquies.
 You get an insight to why Hamlet has the ability to think and failure to act.
 Each soliloquy reveals a different aspect of Hamlet’s state of mind.
 A close analysis of the soliloquies helps to trace Hamlet’s dilemma in the play.
[SOURCE: www.savagechickens.com]
[Source: www.goodticketbrain.com]

Hamlet
5 Contextual Questions
Activity 1
EXTRACT A
CLAUDIUS Sweet Gertrude, leave us too;
For we have closely sent for Hamlet hither,
That he, as 'twere by accident, may here
Affront Ophelia:
Her father and myself, lawful espials, 5
Will so bestow ourselves that, seeing, unseen,
We may of their encounter frankly judge,
And gather by him, as he is behaved,
If 't be the affliction of his love or no
That thus he suffers for. 10
GERTRUDE I shall obey you.
And for your part, Ophelia, I do wish
That your good beauties be the happy cause
Of Hamlet's wildness: so shall I hope your virtues
Will bring him to his wonted way again, 15
To both your honours.
OPHELIA Madam, I wish it may.
[Exit GERTRUDE]
POLONIUS Ophelia, walk you here. Gracious, so please you,
We will bestow ourselves.
[To OPHELIA]
Read on this book; 20
That show of such an exercise may colour
Your loneliness. We are oft to blame in this,--
'Tis too much proved--that with devotion's visage
And pious action we do sugar o'er
The devil himself. 25
CLAUDIUS [Aside] O, 'tis too true!

Hamlet
How smart a lash that speech doth give my conscience!

The harlot's cheek, beautied with plastering art,
Is not more ugly to the thing that helps it
Than is my deed to my most painted word: 30
O heavy burthen!
POLONIUS I hear him coming: let's withdraw, my lord.
[Act 3, scene 1]
1 Apart from general concern about Hamlet’s state of mind, what other
reason might Claudius have for being involved in this matter? (2)
2 What do Polonius and Claudius want to prove while they spy on

Hamlet? (2)
3 Explain the irony of ‘lawful espials’ in line 5. (2)
4 From what Gertrude says in lines 10–15, discuss her feelings towards
Hamlet and Ophelia. (3)
5 Refer to the extract. Critically discuss what type of father Polonius is. (3)
6 The King refers to a harlot using make-up on her cheeks to hide her
ugliness (lines 24–27). How is this metaphor a reflection of his life? (3)
AND
EXTRACT B
Laertes leaps into the grave
LAERTES Now pile your dust upon the quick and dead,
Till of this flat a mountain you have made,
To o'ertop old Pelion, or the skyish head
Of blue Olympus.
HAMLET Advancing. What is he whose grief 5
Bears such an emphasis? whose phrase of sorrow
Conjures the wandering stars, and makes them stand
Like wonder-wounded hearers? This is I,
Hamlet the Dane.
Leaps into the grave. 10
LAERTES The devil take thy soul!

Hamlet
Grappling with him.

HAMLET Thou pray'st not well.
I prithee, take thy fingers from my throat;
For, though I am not splenitive and rash, 15
Yet have I something in me dangerous,
Which let thy wiseness fear: hold off thy hand.
CLAUDIUS Pluck them asunder.
GERTRUDE Hamlet, Hamlet!
All Gentlemen,-- 20
HORATIO Good my lord, be quiet.
The Attendants part them, and they come out of the grave.
HAMLET Why I will fight with him upon this theme
Until my eyelids will no longer wag.
GERTRUDE O my son, what theme?
HAMLET I loved Ophelia: forty thousand brothers 25
Could not, with all their quantity of love,
Make up my sum. What wilt thou do for her?
CLAUDIUS O, he is mad, Laertes.
QUEEN For love of God, forbear him.
[Act 5, scene 1]
7 Place the extract in context. (3)
8 Comment on Hamlet’s state of mind. Quote in support of your answer. (3)
9 GERTRUDE: ‘I shall obey you’ (Extract A: line 11)

GERTRUDE: ‘For love of God, forbear him.’ (Extract B: line 27)
Explain how you would direct an actress to say and act these lines. (4)
[25]

Hamlet
Activity 2
Extract A
Enter CLAUDIUS, GERTRUDE, HAMLET, POLONIUS, LAERTES, VOLTIMAND,
CORNELIUS, Lords, and Attendants ]
CLAUDIUS Though yet of Hamlet our dear brother's death
The memory be green, and that it us befitted
To bear our hearts in grief and our whole kingdom
To be contracted in one brow of woe,
Yet so far hath discretion fought with nature 5
That we with wisest sorrow think on him,
Together with remembrance of ourselves.
Therefore our sometime sister, now our queen,
The imperial jointress to this warlike state,
Have we, as 'twere with a defeated joy,-- 10
With an auspicious and a dropping eye,
With mirth in funeral and with dirge in marriage,
In equal scale weighing delight and dole,--
Taken to wife: nor have we herein barr'd
Your better wisdoms, which have freely gone 15
With this affair along. For all, our thanks.
Now follows, that you know, young Fortinbras,
Holding a weak supposal of our worth,
Or thinking by our late dear brother's death
Our state to be disjoint and out of frame, 20
[Act 1, scene 2]
1 This spectacular scene opens showing Prince Hamlet dressed in black.

Explain the dramatic effect that is created by presenting Hamlet in this way. (3)
2 Refer to line 1: ‘our dear brother’s death’. Account for the irony in this line. (3)
3 Refer to line 9: ‘this warlike state’. Discuss how this line may have both a
literal and figurative interpretation. (3)

Hamlet
4 ‘Now follows that you know young Fortinbras,

Holding a weak supposal of our worth,’ (lines 17–18)
In these lines Claudius indicates that Fortinbras is not a threat to Denmark nor to
Claudius. How is this assumption proven to be incorrect at the end of the play? (3)
AND
EXTRACT B
LAERTES I will do't:
And, for that purpose, I'll anoint my sword.
I bought an unction of a mountebank,
So mortal that, but dip a knife in it,
Where it draws blood no cataplasm so rare, 5
Collected from all simples that have virtue
Under the moon, can save the thing from death
That is but scratch'd withal: I'll touch my point
With this contagion, that, if I gall him slightly,
It may be death. 10
CLAUDIUS Let's further think of this;
Weigh what convenience both of time and means
May fit us to our shape: if this should fail,
And that our drift look through our bad performance,
'Twere better not assay'd: therefore this project 15
Should have a back or second, that might hold,
If this should blast in proof. Soft! let me see:
We'll make a solemn wager on your cunnings: I ha't.
When in your motion you are hot and dry--
As make your bouts more violent to that end-- 20
And that he calls for drink, I'll have prepared him
A chalice for the nonce, whereon but sipping,
If he by chance escape your venom'd stuck,
Our purpose may hold there.
Enter GERTRUDE.

Hamlet
How now, sweet queen! 25

GERTRUDE One woe doth tread upon another's heel,
So fast they follow; your sister's drown'd, Laertes.
LAERTES Drown'd! O, where?
[Act 4, scene 7]
5 Why does Claudius align himself with Laertes at this point in the play? (3)
6 Comment on the significance of Gertrude’s appearance at this stage. (3)
7 Refer to Laertes’ response to his sister’s death in line 28: ‘Drowned? O,

where?’
If you were the director of a production of Hamlet, how would you instruct
the actor to deliver these lines? Pay specific attention to body language
and tone. Motivate your instructions. (3)
8 Show how deception ultimately leads to tragedy by referring to both

extracts in your response. (4)
[25]
Activity 3
EXTRACT A
Ghost My hour is almost come,
When I to sulphurous and tormenting flames
Must render up myself.
HAMLET Alas, poor ghost! 5
Ghost Pity me not, but lend thy serious hearing
To what I shall unfold.
HAMLET Speak; I am bound to hear.
Ghost So art thou to revenge, when thou shalt hear.
HAMLET What? 10
Ghost I am thy father's spirit,
Doom'd for a certain term to walk the night,
And for the day confined to fast in fires,
Till the foul crimes done in my days of nature

Hamlet
Are burnt and purged away. But that I am forbid 15

To tell the secrets of my prison-house,
I could a tale unfold whose lightest word
Would harrow up thy soul, freeze thy young blood,
Make thy two eyes, like stars, start from their spheres,
Thy knotted and combined locks to part 20
And each particular hair to stand on end,
Like quills upon the fretful porpentine:
But this eternal blazon must not be
To ears of flesh and blood. List, list, O, list!
If thou didst ever thy dear father love-- 25
HAMLET O God!
Ghost Revenge his foul and most unnatural murder.
HAMLET Murder!
Ghost Murder most foul, as in the best it is;
But this most foul, strange and unnatural. 30
HAMLET Haste me to know't, that I, with wings as swift
As meditation or the thoughts of love,
May sweep to my revenge.
[Act 1, scene 5]
1 Place the extract in context. (3)
2 Comment on the dramatic effect the ghost would have on an

Elizabethan audience. (3)
3 Refer to lines 10–24. How does the ghost try to persuade Hamlet to
avenge his murder? Mention two things. (3)
4 Why does the ghost refer to his murder as ‘strange and unnatural’
(line 29)? (3)
5 Explain how Hamlet’s intention he expresses in lines 30–32 is ironic. (3)
AND

Hamlet
EXTRACT B
HAMLET How does the queen?
CLAUDIUS She swounds to see them bleed.
GERTRUDE No, no, the drink, the drink,--O my dear Hamlet,--
The drink, the drink! I am poison'd.
Dies 5
HAMLET O villany! Ho! let the door be lock'd:
Treachery! Seek it out.
LAERTES It is here, Hamlet: Hamlet, thou art slain;
No medicine in the world can do thee good;
In thee there is not half an hour of life; 10
The treacherous instrument is in thy hand,
Unbated and envenom'd: the foul practise
Hath turn'd itself on me lo, here I lie,
Never to rise again: thy mother's poison'd:
I can no more: the king, the king's to blame. 15
HAMLET The point!--envenom'd too!
Then, venom, to thy work.
Stabs CLAUDIUS.
All Treason! treason!
CLAUDIUS O, yet defend me, friends; I am but hurt. 20
HAMLET Here, thou incestuous, murderous, damned Dane,
Drink off this potion. Is thy union here?
Follow my mother.
[Act 5, scene 2]
6 What do you think Gertrude implies when she calls for her son and not
the King just before she dies? Mention two things. (3)
7 Suggest how an actor should act and speak Laertes’s words in

lines 7–14. (3)
8 Refer to lines 19–21. Hamlet is a man of action in this scene. How

does he finally avenge his parents’ deaths? (4)
[25]

Hamlet
6 Literature Essays
Activity 1
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss to what
extent women influence the outcome of Hamlet’s life. [25]
Activity 2
Critically discuss to what extent Hamlet is both a victim and a villain.
Your response should take the form of a well-constructed essay of 400–450 words
(2–2½ pages). [25]
Activity 3
‘A tragic hero is a character who comes to misfortune through a fatal character flaw.’
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss
to what extent the quotation is true about Hamlet. [25]
7 Suggested Answers
Themes
N.B. The given textual references are only some of the many which illustrate each
theme. As you read the play, should you find further references. Do not hesitate to add
them to the table.
THEME EXPLANATION AND EXAMPLES TEXTUAL

REFERENCES
Corruption and Constant reference to power struggles, Act 1, scene 4, line 67
Disease ambition, scheming and decay. Act 1, scene 5, lines 27-
E.g. the usurping of the throne, manipulation 28; 35-36; 39-40; 42-46;
of others, and the moral decay in Denmark. 74-75; 110-113; 172-173
Act 2, scene 2, lines 10-
18; 28-31; 162-164; 540-
542; 604-605
88;
121

Hamlet
Death and Death by murder and suicide, and reflection Act 1, scene 5, lines 39-
Mortality on mortality. 40
E.g. King Hamlet’s murder, the deaths of Act 4, scene 7, lines 101-
Ophelia, Gertrude, Claudius, Laertes and 111-121; 135-155
Hamlet. Act 5, scene 1, lines 202-
211
57; 254; 261; 263-263;
274-279; 305-311
Appearance vs The contrast between what seems to be Act 1, scene 2, lines 1-7;
Reality reality and the actual reality. 87-117; 143-145
E.g. Hamlet’s madness; the play-within-the Act 1, scene 5, lines 172-
play; Claudius’s marriage to Gertrude; 173
Rosencrantz and Guildenstern’s friendship Act 2, scene 2, lines 604-
with Hamlet. 605
61
Insanity and Hamlet’s “antic disposition”; Hamlet’s inaction, Act 1, scene 5, lines 172-
Reasoning Ophelia’s madness. 173
88
70; 154-198
Revenge Sons avenging their fathers’ deaths Act 1, scene 5, lines 27-
E.g. Hamlet, Fortinbras and Laertes 28; 110-113
112
279; 343-346; 349-358
Religion “Garden of Eden Imagery”, Hamlet’s religious Act 1, scene 2, lines
beliefs causing his inaction; references to 135-137;
heaven, hell, purgatory and judgement. Act 1, scene 5, lines 10-
13

603
88; 97-98
143
Act 5, scene 2 lines 313-
315
Family and Parent-Child relationships, sibling Act 1, scene 2, lines 143-
Gender relationships, patriarchy, Hamlet’s misogyny 146
(intense dislike of women) Act 1, scene 3, lines 31-
38; 57-81; 123-136; Act
1, scene 5, lines 9-23
574
142
16; 52-86

Hamlet

346; 349-358
Love and Lust Hamlet and Ophelia, Claudius and Gertrude. Act 1, scene 2, lines 135-
(Sex) 137; 143-145;
142
143
267
Act-by-act activities
Act 1
The following are some of the points you can use to deduce what has been revealed
about Hamlet’s character in Act I
 Melancholic- dressed in black; mourning the death of his father.

- The ‘clouds still hang’ on him. He is still in the ‘nightly hour’.
- Gertrude and Claudius are concerned and would like his ‘eye to look like a friend
on Denmark.’ (Act 1: Scene 2: 62-73).
 Bitter and disgusted- his mother’s ‘wicked speed’ marriage to Claudius, barely two
months after the death of her husband. (Act 1: Scene 2: line 150-152)
 Cynical- He suspects that his father was murdered and does not trust Claudius at all
(Act 1: Scene 2: 65)
 Reflective and thoughtful: in the soliloquy he questions the purpose of being alive
when in the end one is bound to die.
- He toys with thoughts of suicide
- He reflects on what a good man his father was compared to Claudius.
- He also reflects on the love his mother had for his father and how this seems to
have changed straight after his death. (‘…frailty, thy name is woman…’ line 146).
 Indecisive and hesitant- After the Ghost has confirmed his suspicions about
Claudius, Hamlet still goes on to ‘up an antic disposition’ to gather more evidence on
whether the Claudius was indeed guilty.
NB: THERE ARE MORE EXAMPLES FROM ACT 1 HIGHLIGHTING KEY

ASPECTS, TYPICAL OF HAMLET’S CHARACTER THROUGHOUT THE PLAY.

Hamlet
Act 2
Your answer needs to be in the form of a Diary entry.
Dear Diary
Hamlet is acting so strangely. Should I be worried? …
Mention needs to be made of Hamlet’s strange behaviour: Hamlet comes to Ophelia

room, his clothes all awry. He trembles uncontrollably; then takes Ophelia by the wrist,
studies her face intently and just stares at her without saying anything; he then shuts his
eyes and walks out of her room, almost in a trance. Rosencrantz and Guildenstern recount
how Hamlet rambles on in seeming riddles about Denmark being a prison. Hamlet also
keeps speaking to the company of actors. All this strange behaviour makes Claudius very
suspicious, and he wants to know what Hamlet is up to, as he feels very threatened by
Hamlet, whom he knows is the rightful heir to the Danish throne
Act 3
Your director’s notes need to focus on both the TONE of Hamlet and his gestures (body
language). The following answer is merely a guide. You are encouraged to use your
imagination, but to back up your opinions with reference to the text.
Tone: In this soliloquy, Hamlet’s tone is philosophical and reasonable. He is rational,

knowing that the darkness of the night cloaks the evil and unnatural things that often happen
in the dead of night. When he speaks of his mother, his tone becomes compassionate,
as he knows he needs to be harsh to save her, but will not commit unnatural acts towards
her as he loves her. When he speaks of the revenge he needs to carry out for his father,
his tone is resolute.
Gestures (Body Language): Hamlet would stand tall and proud; as this is a solioquy
we would stand centre stage, speaking out to the audience. As he ponders the darkness of
the night he would point out towards the darkness of the auditorium, or else up stage,
where there is no light; when his conversation changes to his mother, he would use
forceful hand gestures when speaking about having to act harshly towards her, but
would then hold his hands in a prayer-like gesture when he asks that he still be able to be
compassionate toward her.
Act 4
The extract tells you what some of the flowers symbolise. You are encouraged to give
substantiated responses as you consider how these flowers add to the message of the play as
a whole.
Flower Symbolism Significance
Rosemary Remembrance These flowers allude to
those whom she has lost
through death (Polonius)
and rejection (Hamlet). They
also remind us of those in
the play who have died (Old
Hamlet and Old Fortinbras)

Hamlet
Pansies Thoughts As these are associated with

loving thoughts, they stir up
memories of the love she has
for Hamlet, for her brother,
and her late father.
Fennel and columbines Flattery and Infidelity Gertrude falls victim to the
flattery of Claudius and
agrees to an incestuous
marriage to Claudius. So
these flowers are very
Rue Grace / Forgiveness/ appropriate
Claudius to her.
is most in need of
Repentance forgiveness, so these
flowers would be appropriate
for him. He needs to repent
of his sins if he is to escape
eternal damnation in hell.
Daisy Innocence and purity The innocence and purity
reflect Ophelia’s innocence.
She is pure in heart and
crushed by the evil
committed around her.
Violets Innocence, modesty, true Ophelia is modest and has

and everlasting love true, eternal love for Hamlet,
and her late father.
Act 5
Your answer needs to be written in a prose paragraph (i.e. full sentences should be used)
and give the chronological order of how the deaths occur.
Old Hamlet is poisoned by his brother, Claudius. Polonius is stabbed by Hamlet in error.
Hamlet thinks it is Claudius hiding behind the arras in Gertrude’s chamber, and lunges
forward with his dagger, only to discover it is Polonius and not Claudius he has killed.
Rosencratz and Guildenstern meet their deaths in England, after Hamlet substitutes their
names for his on the death warrant written by Claudius to the King of England. Gertrude dies
during the duel, when she drinks from the poisoned cup, that Claudius meant for Hamlet.
Claudius dies after Hamlet forces him to drink from the poisoned cup. Laertes and Claudius
had plotted to use the sword to kill Hamlet during the duel. Laertes dies from the poison on
his own sword when he is accidentally scratched by this same word durin a scuffle with
Hamlet in the course of the duel. Hamlet was wounded in the process as well and dies from
the poiison.

Hamlet
Stage-Directions
The stage directions you fill in on your cue-scrips will depend on your discussions with your
group members. Be guided, though, by the following:
CLAUDIUS (in muted tones to show his fake support concern for Laertes, 50
as he is trying to won support)
What wouldst thou have, Laertes?
LAERTES (Respectfully, as he needs the King’s permission to return to

France)
My dread lord,
Your leave and favour to return to France;
From whence though willingly I came to Denmark,
To show my duty in your coronation,
Yet now, I must confess, that duty done, 55
My thoughts and wishes bend again toward France
And bow them to your gracious leave and pardon.
CLAUDIUS Have you your father's leave? What says Polonius?
(in a questioning tone, as he does not want to upset
Polonius. He needs Polonius’ support and advice)
POLONIUS He hath, my lord, wrung from me my slow leave
(regretful but accepting, as he would prefer his son to stay in
Denmark, but he accepts that Laertes needs to return to his life
in Paris)
By laboursome petition, and at last 60
Upon his will I seal'd my hard consent:
I do beseech you, give him leave to go.
CLAUDIUS Take thy fair hour, Laertes; time be thine,
(with friendly tone and open gestures as he wishes Laertes
well)
And thy best graces spend it at thy will!
But now, (with a tone of concern, and with gentle gestures, as 65
he does not want to offend Gertrude by upsetting Hamlet, and
does not want to give Hamlet cause for suspicion) my cousin
Hamlet, and my son,--
HAMLET [turns away from Claudius and speaks as an Aside to the
audience] A little more than kin, and less than kind.
CLAUDIUS How is it that the clouds still hang on you?
HAMLET Not so, my lord; I am too much i' the sun.

Hamlet
GERTRUDE ( with a tone of concern, as Hamlet’s melancholy disturbs

her…she has moved on and does not want to be reminded of
her late husband) Good Hamlet, cast thy nighted colour off,
And let thine eye look like a friend on Denmark. (pleading, as she 70
needs her son and husband to be at peace with each other)
Do not for ever with thy vailed lids
Seek for thy noble father in the dust:
Thou know'st 'tis common; all that lives must die,
Passing through nature to eternity.
HAMLET Ay, madam, (with passive aggression, as he is hurt by his 75
mother’s hasty re-marriage) 'tis common.
GERTRUDE If it be,
Why seems it so particular with thee? (pleading and concerned)
HAMLET Seems, madam! nay it is; I know not 'seems.' (cold and distant,
and turning away from his mother towards the audience, as this
signals the tension between them)
'Tis not alone my inky cloak, good mother,
Nor customary suits of solemn black, 80
Nor windy suspiration of forced breath,
No, nor the fruitful river in the eye,
Nor the dejected 'haviour of the visage,
Together with all forms, modes, shapes of grief,
That can denote me truly: these indeed seem,
For they are actions that a man might play:
But I have that within which passeth show;
These but the trappings and the suits of woe.

Hamlet
Contextual questions
Activity 1
1 Claudius has murdered Hamlet’s father.
He might worry that Hamlet has some inkling that he had done it.
2 His ‘antic disposition’ might be because he is so in love with Ophelia.

3 Spying cannot be ‘lawful’; it is by its nature wrong.
4 She approves of Ophelia, and of her ‘relationship’ with Hamlet – she expresses the
wish that Hamlet’s irrational behaviour is the result of his love for her.
She wants Hamlet to return ‘to his wonted way again’; she does not want her son to
be unhappy. She cares for him.
NB In order to get the full 3 marks, both Ophelia and Hamlet should be discussed.
5 He is using his daughter to get the results that he wants.
She is a puppet in his hands; she listens to him, knowing that she is doing something
dishonest. He is a domineering father, who uses his daughter to manipulate her
boyfriend./He does not see his daughter as a human being.
6 Just like the harlot wants to hide the fact that she is ugly, he has to hide the fact that
he had murdered his brother.
What he has done is also ugly, and he is a ‘harlot’ who sold his soul.
7 Ophelia has died, probably of a broken heart.

Hamlet has just returned from England.
Hamlet and Horatio happen upon Ophelia’s funeral.
8 He announces himself using a royal term – ‘This is I,/Hamlet the Dane.’ He is indirectly
challenging Claudius’s position.
He confidently confesses his love for Ophelia – ‘I loved Ophelia…’. He is sincerely moved
by her death.
He is actively present in the moment – he jumps into the grave and ‘grapples’ with
Leartes.
9 Extract A: Her tone is friendly; agreeable. She would be quick to leave to show her
obedience.
Extract B: Her tone would be demanding; assertive. She would face Claudius and
look him in the eye.

Hamlet
Activity 2
1 Hamlet stands aloof in contrast to the glitter and brilliance of the court. Hamlet, dressed in
black in this context, emphasises his isolation and it highlights his suffering. The colour,
black, is funereal. It is evident that he is still in mourning for his father.
2 Claudius conveys his love (‘dear’) for his brother who has died but he is not sincere. He
has shown no love when he cruelly killed his relative in order to usurp his position.
3 The state is literally at war since Fortinbras has prepared to avenge the loss of
Norwegian lands to Hamlet’s father when he was king. Figuratively, the state is
‘disjointed’ since Claudius usurped the throne and caused confusion in the natural order
of things. Denmark is thrown into disarray.
Hamlet, too, experiences an emotional battle as he vacillates between reason and
avenging the death of his father.
4 Claudius is over-confident and arrogant. He views ‘young Fortinbras’ as immature yet it is

Fortinbras who becomes the next Danish king. He proves to be a good leader, deserving
of Hamlet’s endorsement at the end to restore stability and morality to Denmark.
5 Hamlet has killed Laertes’ father, Polonius. Laertes is devastated. Claudius uses
Laertes’ grief to his advantage by convincing Laertes to avenge his father’s death.
Hamlet is a threat to Claudius maintaining the throne. He wants Hamlet killed before
Hamlet exposes Claudius.
6 Claudius convinced Laertes that he is unable to take action against Hamlet because of
the love that Gertrude has for Hamlet. Gertrude’s appearance at this stage highlights
the horror of the lengths Claudius will go to protect himself and how truly immoral he
is. He disregards the effect Hamlet’s death will have on Gertrude and shows how self-
serving he is. Her appearance at this stage also foreshadows her death from the
poisoned cup that is part of Claudius’ plan to kill Hamlet.
7 His eyes might be large to show his shock at the news. His arms may be outstretched
or he may be slumped over in devastation. His curt response may indicate that he is
still processing the vengeful plan against Hamlet and he is not quite prepared for more
sad news. His tone might be bitter, grave or shocked.
NB Remember to refer to both body language and tone, and include a

justification.
8 EXTRACT A:
Claudius appears to be an honourable, dutiful king who is prepared to put aside his
grief for the sake of the welfare of Denmark. He deceptively shrouds his culpability in
the death of his brother and sets the stage for even more devious acts leading to
tragedy.
EXTRACT B:
Here Claudius deceives Laertes into believing that Hamlet is his enemy that should be
eliminated. He plots what would appear to be an innocent fencing match which does
ultimately lead to many deaths, including his own.
NB BOTH extracts need to be discussed.

Hamlet
Activity 3
1 This happens at the start of the play. King Hamlet’s ghost appeared to the sentries at
night. Hamlet decides to meet his father’s ghost. When Hamlet encounters the ghost, it
speaks for the first time.
2 Elizabethans believed that ghosts were ungodly, and an evil presence from the
Underworld. They would realise that it does not bode well.
3 He identifies himself as his father’s ghost. He explains that his soul is ‘doomed…to
walk the night’ (line 11) and that he is in Purgatory. He is harbouring a secret so terrible
that it would ‘harrow up thy soul, freeze thy young blood, / Make thy two eyes like stars
start from their spheres, / Thy knotted and combined locks to part, / And each particular
hair to stand an end’ (lines 17–20). Hamlet is emotionally invested and has little choice
but to listen to what the ghost has to say – it is his father who is suffering and who has
no peace of mind.
4 Brothers are supposed to love one another; killing a brother is therefore ‘strange and
unnatural’. Some believed that marrying your sister-in-law was incestuous; as
‘unnatural’ as killing your sibling. Murder is ‘strange and unnatural’; it is inhumane and
universally seen as a disgusting and loathsome act.
5 He will not act ‘with wings as swift / As meditation’ (line 30–31); instead, he will be
plagued by an inability to act out the revenge he undertook when his father’s ghost
appeared to him. He will not get beyond ‘meditation’ in his desire to avenge his father’s
murder.
6 She understands too late that Hamlet was right when he urged her to leave Claudius
because he was dishonest and a murderer. She realises that Claudius probably has
something to do with the poisoning. She finally turns to her son, whom she had
neglected up to now because she was enthralled by Claudius.
7 Laertes would probably not be upright anymore. He would speak clearly and slowly
to indicate that he is dying and that he is serious and speaking the truth.
8 He stabs Claudius for murdering his father. He forces him to drink the same poison
that killed his mother, and that was meant for him. The revenge could not have been
more complete nor poetic. He has finally achieved what was so impossible for an
agonizingly long time.

Hamlet
Literature Essays
NOTE: The answers for Activities 1-3 are suggested guidelines only. It is never
advisable to learn “model answers” for the essay questions. If you mention other
points in your planning, use them in your essay. Remember to substantiate your
opinions at all times, because a response with textual evidence will always be
considered favourably by the markers.
Activity 1
To a large extent, although not always directly, Ophelia and Gertrude bear the brunt of
Hamlet’s irrational and even cruel behaviour. Ultimately it is his love for them that
creates so much conflict in him.
Gertrude’s hasty marriage (‘most wicked speed’) to Claudius ‘breaks’ Hamlet’s heart.
He is most unhappy about this, but cannot confide in anybody about it. He feels
alienated from what is going on in the palace.
Gertrude appears to be unaware of Hamlet’s torment. She sides with her husband and
tells Hamlet to ‘cast thy nighted colour off’; both of them urge Hamlet to stop mourning
the King’s death and to join them in celebrating a new future for Denmark.
Gertrude is aware that Polonius and Claudius are spying on her son, and does nothing
to prevent it.
When the Ghost asks Hamlet to avenge his murder ‘most foul, strange and unnatural’,
Hamlet’s worst suspicions are confirmed. To him, his mother is part of Claudius’s plot
to become king. But the Ghost urges him to ‘leave (his) mother to heaven’.
He confronts her with an intense petition to leave Claudius. She begs him to stop
talking because his words are like ‘daggers’ in her ears. Eventually she ascribes his
plea to madness. She will not consider anything that might imply Claudius; that truth is
too uncomfortable, even if it means that she turns her back on her son.
Just before she dies, Gertrude’s last words are addressed to Hamlet, probably in an
attempt to warn him that the drink is poisoned. These words reconcile her with Hamlet;
she ignores Claudius and faces Hamlet instead.
Ophelia is in love with Hamlet. His feelings for her are tainted by the confusion he feels
towards women. He resents women in general when he realises that his mother had
been unfaithful. He is cruel towards Ophelia.
Ophelia agrees to spy on Hamlet. He sees this as a betrayal, and rejects her by
demanding she goes ‘to a nunnery’. He denies ever loving her. She is deeply affected
by Hamlet’s irrational behaviour and by his rejection.
Ophelia is not wicked and ‘rank’; she is innocent and vulnerable. Hamlet’s rejection and
murder of her father prove to be too much. She loses her mind, and commits suicide.
Hamlet inadvertently attends her funeral after his return from England. He confesses in
no uncertain terms his love for her – ‘I loved Ophelia…
(more than) forty thousand brothers’, but it is too late. His emotional instability was the
reason he treated her so poorly, and not because he did not love her.
Hamlet’s relationships with Gertrude and Ophelia reflect his state of mind. Gertrude’s
relationship with Claudius begins Hamlet’s emotional instability. He questions his love
for Ophelia during this time. He resolves his issues with them in the end; he has come
to terms with whom he is. They no longer cause him anguish because he is at peace.

Hamlet
Activity 2
You may argue that Hamlet is a victim who is helpless and suffers due to the actions of
others or that he is a deliberately cruel and malicious person. You may also give a
“mixed response” in which you argue that he is both a victim and a villain. Remember to
support your opinions with reference to the text.
VICTIM:
Initially Hamlet is presented as a normal young man who is mourning the death of his father and
distraught because of his mother’s hasty marriage to his uncle. He is well educated and
presented as a logical and rational man.
He is sceptical of the ghost’s orders. He questions the validity of the ghost’s claims, for fear it
may be the devil trying to influence him towards revenge and aggression. The seeds of revenge
that are planted fester in his mind.
Rosencrantz and Guildenstern betray him as friends. He realises that there are very few people
whom he can trust. Life becomes so meaningless to him that he contemplates suicide. He is the
victim of overwhelming and confusing circumstances.
He is a victim of Claudius’ attempts to have him killed but when he has an opportunity to get rid
of this enemy, his conscience prevents him from doing so.
VILLAIN:
Although Hamlet claims to love his mother, he is very cruel to her and berates her in a malicious
manner.
Hamlet does not apologise or show any horror when he stabs Polonius. He rather uses it as an
opportunity to criticize his mother.
Hamlet is even crueller to Ophelia than he is to his mother. Through his merciless insults and
the murder of Polonius, Hamlet causes Ophelia to lose her grip on reality and eventually she
commits suicide.
Hamlet sets up the play within the play and puts on an ‘antic disposition’ in an attempt to make
sense of his emotional confusion and to reveal Claudius’ guilt. This shows his self-control
against acting rashly.
It could be argued that Hamlet’s death is heroic and he redeems himself by taking on the duties
of a crown prince and bequeathing his country to Fortinbras.
Hamlet changes from a confused and deeply saddened son and crown prince, unable to cope
with the dramatic changes within his close family, to a confident and purposeful young man. He
realises that returning to Denmark might cost him his life. He is determined to face whatever is
necessary in order to fulfil his obligation to his father. His villainous behaviour stems from his
deep sense of justice rather than being evil.

Hamlet
Activity 3
It is true, to an extent. Hamlet has to cope with an inordinately difficult situation
which is not of his making.
He loses his father at a young age, and then has to contend with the fact that his
mother is behaving inappropriately by marrying his uncle so soon that ‘The funeral
baked meats / Did coldly furnish forth the marriage tables’.
He meets with his father’s ghost and suspects ‘some foul play’. His father requests
that he avenges his murder, but it becomes such a burden that he cannot cope.
He puts on ‘an antic disposition’ and isolates himself from those closest to him. On
the surface it might appear to be a ‘character flaw’, but Hamlet is clever enough to
use his ‘disposition’ to ascertain what exactly is going on in the palace.
He proves that Claudius is guilty during the play. He confronts his mother about her
infidelity, but she refuses to cut ties with Claudius; she chooses her lover over her
son.
While all this is going on, Hamlet cannot do what his father asked him to do. He is
torn between his filial duty to avenge his father’s murder, and the belief that revenge
is sinful. He cannot reconcile these opposites, and is tormented by his indecision.
He finds his mother and Claudius repulsive; he feels the same about Ophelia, who
really is innocent. But Hamlet is in the grip of a situation that offers no solution. He
feels powerless, and wishes to ‘shuffle off this mortal coil’.
He cannot afford to share any of his doubts and suspicions with anybody, because
he does not know whom to trust in the ‘rotten state of Denmark’.
He has an epiphany when he is sent to England by Claudius. He realises that his

fate is in his own hands and that he has to act. His resolve shows a
While he has to avenge his father’s murder, he is also a murderer. Laertes kills him
to avenge Ophelia’s suicide. Both young men forgive each other as they are dying,
but the true murderer, Claudius, in not forgiven. In this unlikely situation, Hamlet
earns the admiration of the audience; the truth is out, and he is an active witness to
Claudius’s demise.
Hamlet’s heroism lies in the fact that he returns to Denmark to face probable death.
He can only resolve his promise to his father by facing Claudius, and hopefully
killing him.
He is not a hero at the start of the play, but gradually develops to become the
Danish crown prince.
When he dies, he takes on his royal position and bequests his country to
Fortinbras. He is Hamlet, the Dane.

Hamlet
Rubric for Literature Essays

Hamlet
References
Paper resources
A Teacher’s Guide To The Signet Classic Edition Of William Shakespeare’s Hamlet: By Patti
C. Mcwhorter, Cedar Shoals High School, Athens, Ga.
Erickson and Savoie, Hamlet Unit Plan: Online Resource.
Hamlet: The Complete Guide and Resources for Grade 12 [Online]
Hamlet by William Shakespeare: Sample: Prestwick House Activity Pack.
Hamlet Teaching Guide: www.teachingcompanion.com Copyright ©2010.
Hamlet by William Shakespeare: Young Vic Teachers’ Resource Pac. The Young Vic, 66
The Cut, London, SE1 8LZ.
Hamlet by William Shakespeare Study Guide: The National Arts Centre English Theatre
Programmes For Student Audiences 2003-2004 Season.
Hamlet’s Seven Soliloquies: Philip Allan Literature Guide For A-Level.
Hamlet: Copyright © 1998 The Pennsylvania State University
Study Guide for Hamlet by William Shakespeare: The Glencoe Literature Library Online
Resource.
Internet resources
https://hamletispforgrade12english.wordpress.com
http://images.pcmac.org
http://7.poison.mrvpfotografie.de/stage-directions-diagram.htm
https://study.com
https://wronghands1.com
https://www.beeswaxrubberstamps.com
https://www.123helpme.com
https://www.clipart.email
https://www.ecexams.co.za/ExaminationPapers.htm
https://www.gettyimages.com

Hamlet
https://www.litcharts.com
https://owlcation.com
https://www.pinterest.com
https://www.shakeseare.org.uk
http://www.shakespeare-online.com
https://www.shmoop.com/hamlet/themes.html
www.alamy.com
www.cleanpng.com
www.englishexperience.co.za
www.etc.ufs.edu
www.goodticketbrain.com
www.savagechickens.com
www.shakespeareintheruins.com
www.slideshare.net/hamlet.characters
www.teachingcompanion.com

Hamlet

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Copyright © Department of Basic Education 2020 222

Mind the Gap team

and passing, by bridging the gap in learners’ understanding of commonly

Matsie Angelina Motshekga, MP

Matsie Angelina Motshekga, MP

2 Structure, plot and sub-plot 00

3 Stage-directions in Hamlet and activity 00

4 The soliloquies of Hamlet 00

Rubric for Literature essays 00

Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION ix

Dear Grade 12 learner

Paper 2: Literature involves the study of novels, drama, seen and

This study guide focuses on William Shakespeare’s play, Hamlet, one

How to use this study guide

Look out for

Hints to help you remember

Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION ix

Top 7 study tips

2. Have all your materials ready before studying a particular

3. Be positive. It helps you to retain information.

Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION ix

On the exam day

3. It is a must to know how many questions from each of the three

4. Break each question down to make sure you understand what

Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION ix

7. Write neatly so the markers can read your answers easily.

Mind the Gap English Home Language: Paper 2 Hamlet INTRODUCTION ix

Here is a summary of the Literature exam (paper 2):

Question number Question Type of Number of

1 Prescribed poem Poetry Essay 10

2 Prescribed poem Contextual 10

3 Prescribed poem Contextual 10

4 Prescribed poem Contextual 10

Section B: NOVEL Answer ONE question.*

6 The Picture of Essay 25

Section C: DRAMA Answer ONE question.*

14 The Crucible Essay 25

15 The Crucible Contextual 25

What is a contextual question?

What is a Literary Essay?

What are the examiners looking for?

• Your understanding of the plot (story line).

• Your ability to reorganise information. For example, you may be asked to

Question type What you need to do

Describe the Write down the main characteristics of something, for

Who is/does…? Write the name of the character.

To whom does xx refer …? Write the name of the relevant character/person.

Mind the Gap English Home Language: Paper Hamlet INTRODUCTION xv

Compare the Point out the similarities and differences.

How does the How does the line/metaphor/simile/figurative

Account for … Give the reasons for...

What does the word/line Explain what the word/line suggests.

Critically comment … Give a detailed responce on the required information,

What is your response to …? What effect does...have on you?

Comment on the What is the writer's purpose in using... ( impact)

Hey, dude! I don’t have