The students in the Advanced Placement class begin this unit with some personal reflections in response to the unit’s essential questions. This initial activity is going to prepare them to understand what gender, the main theme of the unit, is and how it is perceived in today’s society. The other goal for this initial activity is to give students the opportunity to express their present vision and/or interpretation of gender before reading and discussing Shakespeare’s tragedy and the theoretical sources on the same topic. To begin with, the teacher writes the essential questions on the board – What are the social constructions of gender? What are the conventions that people associate with being male or female? What do people expect to see as manly or feminine? How can gender identity affect how a person acts in non-sexual situations? Does gender have the authority to override personality? – and gives them some minutes to think and write their responses. The teacher may choose to assign just one question, give them few minutes to think and respond, and then assign another one. This method helps students not to respond quickly and incompletely. Students will then share their responses and the teacher will prompt them to further reflect what has contributed to their understanding and definition of gender.
After this initial activity, the students start building more knowledge of this topic through research. Specifically, they can begin distinguishing the denotation of gender and biological sex. They can use the Oxford dictionary and they also have to determine whether the meaning of the two terms has always been the same in the course of the century or whether the denotation of these words has changed and if it has, when it occurred. They will be prompted to discuss the OED definition(s) and the use of the word in the dated examples. This first step clarifies the basic meaning and gives students the chance to learn how to use this source and to understand that the meaning of words can be different according to the time period. Immediately after, students will read a brief excerpt on “The History of Sexuality” by Michel Foucault.
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Since the language of this excerpt is quite complex and the concepts can also be difficult to understand, students can be divided in groups. Each group can read a couple of paragraphs and to help them understand, they are to take notes of what they understand and what they do not understand so they can clarify the meaning with the teacher. They also need to briefly write few sentences summary of their passage and share with the other groups. It is also possible that some students, even in this Advanced Placement group, may encounter more serious problems of comprehension. The teacher may give them a simplified version of the same excerpt or they can be encouraged to search the web for a more comprehensible paraphrase. They can read what Wikipedia says and the teacher can also suggest to watch some videos on You Tube that clearly explain Faucault’s main ideas in this text.
Students will also read an excerpt of “Sexual Transformation” by Gayle Rubin because it can help students clarify the difference in meaning between gender and biological sex before they begin to read and discuss this thematic ideas in Shakespeare’s tragedy (see the Lesson Plan section for details on the reading strategies).
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This excerpt will clarify how the lives of gays and lesbians have changed over the past several years as western culture has started to be more tolerant and open to accept different interpretations of the gender/sex system. For this document, too, the students who find it difficult to comprehend can research easier versions of the same text on the web so they can fully participate to the class discussion that will follow. It is also important for them not to give up in front of the first difficulty the text presents. Easier versions clarify meaning and concepts but also build the student’s self-esteem as it is suggested by pedagogical theory such as Woolfolk’s.
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At this point, students begin to have enough knowledge to revise their responses to the essential questions, “What are the ways in which gender is socially constructed? What are the conventions that people associate with being male or female? What do people expect to see as manly or feminine? Can gender identity affect how a person acts? Does gender identity have the authority to override personality?” The revision has to include specific textual supports from one or more of the documents they have examined. During the class discussion, the teacher can first let students freely share their thoughts and then divide them in two groups to debate the eventual differences that may emerge from the initial sharing. The debate strategy is quite useful to reinforce the structure of an effective argument (the students’ final assignment is an argumentative essay.)
After these “warming-up” activities, the teacher will assign the reading of
Macbeth
. While they read Shakespeare’s text, the students have to:
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Take notes on the main characters and events in every act
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Briefly summarize each scene
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Write brief reflections on the major and minor characters
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Note difficulties they may wish to clarify in class or any other annotations they deem important.
In class, every day, the teacher begins with a brief review of the reading. If it is necessary, students can reread the most difficult parts in groups and discuss the meaning. The students should also learn to identify the most difficult words and learn to determine the appropriate meaning in context. They are also encouraged to use the Oxford dictionary on line because Shakespeare’s words may also have different meanings from today’s denotations.
Selected Scenes
Once students have read and comprehended the text, they can now analyze specific scenes. The teacher will suggest some specific scenes but the students will also have the opportunity to choose others before completing the study of the entire text. Students in this Advanced Placement group are not homogeneous and in order to learn it is important to consider their different learning experiences. For this reason, group work is helpful because stronger learners can lead and teach to struggling students. In this environment the independent choices and differentiated assignments are very helpful.
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Macbeth’s First Encounter with the Witches
In class the students will reread Act 1, Scene 3 when Macbeth and Banquo meet the weird sisters. Before starting the specific analysis of these scenes, the students have to look up the denotation of “witch” in the OED so they can see when witches were first assumed to be female. They also have to compare the OED first definition to the second one, and discuss why the OED gives these two denotations as separate entries. The teacher will ask the students to analyze what the witches say first and whom they address. After this initial activity, students will analyze the relationship between knowledge and gender as it is suggested by Anna Maria Cimitile in “Macbeth: Criticism, Gender and the Tragedy of Macbeth.” Students will read the excerpt from Cimitile’s study and then will discuss:
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What does Macbeth learn from the witches?
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Who tells him that he will be “king hereafter”? Why is that important? Does “being king” make him masculine? Does power make a person feel masculine?
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What are the societal expectations for the masculine and the feminine?
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How ambiguously or unambiguously do you think Shakespeare gendered the witches? Why?
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What kind of knowledge do the witches share with Macbeth? Is it absolute or conditional? Is it clear or equivocal?
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Does this knowledge contribute to gender them masculine or feminine?
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Compare the knowledge Macbeth receives from the witches and Lady Macbeth’s knowledge.
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Does Macbeth’s idea of feminine and masculine correspond to your idea of feminine and masculine? Explain.
The teacher also suggests analyzing the difference between the knowledge that comes from reasoning and the knowledge that in the case of the witches may come from the supernatural, hallucinations or imagination. It is also interesting to discuss whether there can be relevant differences in the status knowledge that derives from the faculty of reason and the knowledge that is induced by imagination, or some external power. Students may also debate whether Macbeth surrenders to imagination and whether this makes him more or less masculine. To respond to this question, students can reread “Female Masculinity” by Judith Halberstam.
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Students should discuss why the witches also tell Banquo, “Thou shall get kings, though thou be none” and the possible effect of this statement on Macbeth. Does this irritate Macbeth? Why? Do the witches suggest something about Macbeth’s masculinity? Why? Students have to discuss the effect of the witches’ prophecy on Macbeth and the possible repercussion. They might want to consider whether the witches represent Macbeth’s imagination or fear of the future. If it is fear, they may discuss the role that it plays in Macbeth’s decision to kill Duncan and become king. Also, they have to analyze whether becoming king means being masculine and whether Macbeth, who does not have power to beget kings, feels devalued or less masculine.
Before concluding the analysis of the witches in Act 1 and Act 4, the students will have an in-class discussion of their gender analysis and of the effects or influences that it may have on Macbeth’s personality. To better understand the witches, they also have to analyze the second encounter between Macbeth and the witches and compare the knowledge they share with Macbeth in this scene to the knowledge they share in the first encounter. They can also consider rereading the theories of Judith Butler, or Judith Halberstam, or Anna Maria Cimitile. They can also take into consideration whether Lady Macbeth is or is not a real, independent character because she plays the role of Macbeth’s weaknesses as Freud suggests.
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Does Lady Macbeth represent what Macbeth does not have? Similarly, the witches might play the same role and if they do, students have to discuss how or whether this role reflects their feminine identity or their bearded, masculine gender.
Lady Macbeth’s Reaction to the Letter from Macbeth
Act 1, scene 5 introduces Lady Macbeth and her long monologue after receiving her husband’s letter. Students will reread this scene and will first discuss their initial understanding and reaction to this character. Some questions will lead them in their analysis:
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How does Lady Macbeth present herself?
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What is the most important aspect that stands out of her? Or what is the tone that she conveys?
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Does she reflect the image of femininity or masculinity? How and Why?
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What is she trying to teach to her husband? Why?
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Is she the instigator of Duncan’s murder or does she only play a supportive role? Explain.
After this initial conversation, the teacher will ask students to take into consideration the idea that Shakespeare has given Lady Macbeth the role to represent Macbeth’s nightmare of what masculinity should be. Students have to explain the vision that support this concept by analyzing the evilness of Lady Macbeth. For instance, they can consider whether Lady Macbeth as a woman represents a real threat to the man and his necessary independence.
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Does Lady Macbeth represent a projection of part of Macbeth’s own psyche? How? Explain.
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Does she represent independence and authority? What kind of authority? How does she do that?
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Does she represent Macbeth’s primitive fears about male identity? What would support your assertion?
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Since Macbeth murders Duncan as suggested by Lady Macbeth and the witches, do you think that the feminine power is inherently poisonous? If it is, explain how. Compare Lady Macbeth’s power to the feminine power of today.
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Why didn’t she murder Duncan? What does her behavior suggest?
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What does it tell you about the extent of feminine power?
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Is she feminine or masculine? What part or parts of the monologue support the idea of the feminine or the idea of the masculine? Explain it.
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What do you think is Shakespeare’s vision of femininity and masculinity?
Students also have to analyze whether misogyny contributes or creates the idea of the evil woman and if it does, they have to revisit what are the underlining ideas or concepts and how they have developed or have not. Another possible aspect that students can choose to examine is whether Lady Macbeth in this monologue or in the other interactions with her husband shows any desire of self-determination and whether Shakespeare wanted to represent a form of woman’s transgression. Students may want to analyze why, aside from the witches, Shakespeare created only two female characters, Lady Macbeth and Lady Macduff, in the entire tragedy. Students first discuss in groups and then write a paper with their detailed analysis. The recommendation is to support their argument with specific textual references to Lady Macbeth’s monologue and the theoretical texts that they have previously read.
Lady Macbeth in Other Scenes
At this point students continue their investigation of Lady Macbeth’s gender and her influence or authority on her husband through other scenes that they can choose independently. Some of the most relevant scenes that the teacher would suggest are the following:
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Lady Macbeth and Duncan in Act 1, scene 6,
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Lady Macbeth and Macbeth in Act 1, scene 7,
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Lady Macbeth and her husband after the assassination of Duncan, Act 2, scene 2
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Lady Macbeth and her Husband in Act 3, scene 2 (this dialogue is quite interesting because both husband and wife express their unhappiness and Macbeth does not tell her about his plan to assassinate Banquo and his son)
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Lady Macbeth’s insanity in Act 5, scene 1 (students analyze the role and possible gender associations of her madness).
Students will choose two scenes and will write their analysis of Lady Macbeth and Lady Macbeth’s gender role in this tragedy.
Macbeth’s Masculinity
The students will then study Macbeth’s gender, his maleness or lack of maleness. In order to approach this analysis, the teacher will remind students to reread their notes on the theoretical articles of “The History of Sexuality” by Michele Foucault and “Sexual Transformation” by Gayle Rubin. Students need to revisit these concepts so they can better understand and discuss how Macbeth perceives the concept of masculinity. To begin with, students will analyze act 1, scene 4, lines 55-60 where Macbeth has just learned that Duncan has appointed his son Malcolm Prince of Cumberland. Macbeth aside says, “Stars, hide your fires; Let not light see my black and deep desires … yet let that be Which the eye fears, when it is done, to see”.
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Students will first share their initial interpretation and then they will consider the following questions:
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What does Macbeth fear? Why?
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Is it fear or the troublesome thought to become king suggested by the witches? Explain your interpretation.
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Is this a sign of femininity? If it is, why?
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What does patriarchy expect from a man? What is the patriarchal concept of manliness? Why?
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How does Macbeth conform or does not conform to the patriarchal idea of masculinity? Explain.
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What is the idea of the masculine hero? What is different in Macbeth and why?
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Does Macbeth’s fear represent a primitive fear of male identity or fear of maternal power? Explain.
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Does Macbeth’s fear reflect a failure of manliness? Explain.
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Does fear diminish power? How? Why?
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What does he have to do to become a true man?
Students will discuss and write a reflection paper on the relevance of Macbeth’s fear and how his fear damages or interferes with his masculinity. They can also consider whether this fear is acceptable for a man or whether it diminishes or destroys his concept of being the “man” or to have “power”. Students are also encouraged to consider Macbeth’s hallucinations – the dagger and the ghost of Duncan, the monologue in act 1, scene 7, lines 1-28, and lines 50-52 where Macbeth clearly states that “I dare do all that may become a man”.
Macbeth and Macduff
To further understand Macbeth’s character, it is also interesting to compare him to another character in this tragedy who is obsessed with the idea of masculinity, Macduff. Students will also investigate what makes “a man” or what a person has to do or be to be “a man”. They will analyze Macduff’s reaction when he learns that his wife and son have been killed by Macbeth’s men – act 4, scene 3, line 240 to the end of the scene. Here Macduff uses the word “man” and it is interesting to analyze what Macduff is trying to convey:
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Does being a man mean being revengeful? Why?
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Is revenge a necessary attribute to manliness?
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What does Macduff imply when he states, “ dispute it like a man”? Why?
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What does it mean to be a real man? Explain.
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What is a masculine reaction to death? Why?
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What is the feminine reaction or response to death? Why?
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Compare Macduff’s reaction to his wife’s and son’s death to Macbeth’s reaction to Lady Macbeth’s death.
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How does Shakespeare represent masculinity in this tragedy? Why?
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Does Shakespeare try to challenge the patriarchal concept? If he does, how does he challenge the societal expectations for masculinity? If he does not, explain why and how.
Students are also encouraged to reflect how the word “man” is still used in the tragedy by Ross in Act 5, scene 8, line 48. Ross says of Siward’s son who died in the battle, “Your son, my lord, has paid the soldier’s debt. He only lived but still was a man … but like a man he died”. Ross seems to convey the idea that masculinity means power, and courage even to die without ever showing any sign of weakness or fear. Students should compare and discuss the use of the word “man” in this context and when Macbeth uses it. They have to reflect on and discuss whether it is possible to think of Shakespeare’s vision of gender rather than one character’s. Students may also discuss how this concept differs or does not from their own concept of masculinity or whether Shakespeare’s vision affects their own idea of what a “man” is.
Before concluding this part, students will analyze act 5, scene 8, lines 32-39. Macduff calls Macbeth “coward,” “shadow … of time,” and “rarer monster” and Macbeth refers to Macduff as “being of no woman born”. Does this technicality (Caesarian birth) have symbolic value, or was Macbeth deluded into thinking it has?
Students’ Sources
Students are also encouraged to research other sources or scholarly articles to further develop their understanding of Shakespeare’s tragedy, the ambiguity of gender, and the characteristics of the hero/heroin or lack thereof in this tragedy. They can also study misogyny, causes and effects. They are also encouraged to research different versions of
Macbeth
’s performances to better understand how different directors interpret and represent gender (this task is especially encouraged due to the fact that the school is a performing arts school with a well-organized theater and videography department).