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Understanding of context

A challenging revision resource that asks students to think about how key historical events or ideas/themes might be help us to understand the context of  Macbeth .  

The resource is in a table format and students are given an event or theme/idea, (e.g. strong beliefs about the after life) and they should then try to identify how this context is relevant to the play as a whole but also to specific acts and scenes. 

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Shakespeare's Globe

Macbeth: Contexts KS3

In these lessons, students  will be introduced to the world that Shakespeare lived and wrote in. This will help them to build an informed overview of the social and historical contexts important to the dramatic world. Tasks include: comparing and contrasting the original Holinshed source of  Macbeth ; researching the London of Shakespeare's time; and imaginative writing accounts.

In order to benefit fully from these lesson plans, we recommend you use them in the following order:

• Text in Performance

If students are new to the play, we suggest you start with these introductory KS3 Lesson Plans. If you would like to teach the play in greater detail, use the advanced  KS4/5 Lesson Plans .

These lesson plans are available in the Downloads section at the bottom of this page.   To download resources, you must be logged in.  Sign up   for free  to access this and other exclusive features .  Activities mentioned in these resources are available in a separate downloadable 'Student Booklet', also at the bottom of this page. The 'Teachers' Guide' download explains how best to use Teaching Shakespeare and also contains a bibliography and appendices referencing the resources used throughout.

Key Questions for Students:

Can I research Shakespeare’s life with a particular focus on the period when Macbeth  was written and first performed?

Can I put forward my views confidently and convincingly in a class debate?

Key words: argument, author, biography, contemporary, counter-argument, debate, motion, portrait, research 

Prologue: Opening Discussion

Despite being a well known name in literature, Shakespeare doesn’t have a very well known face! There is some conjecture as to what the Bard actually looked like. Students imagine they have been asked to choose a portrait to be used as the front cover of a new book about Shakespeare. They can then look up various pictures of Shakespeare online and choose the one which they would like to use for the cover. Have a feedback session where students will argue the case for their chosen picture, with pros and cons. Then vote on which cover to use. Below is an example of a picture they may use and its respective pro and con:

  1) The Droeshout portrait

Pro: Fellow playwright Ben Jonson said this portrait was a good likeness of Shakespeare.

Con: Ben Jonson may not have actually seen this portrait.

Enter the Players: Group Tasks

1) Why study Shakespeare?

The idea is to open up a broad, frank and open-ended discussion about Shakespeare. This kind of activity could work very well as an orientation exercise at the beginning of a unit of work.

Some ideas:

• Students could be shown ‘My Shakespeare: a new poem by Kate Tempest’ ( youtube.com/watch?v=i_auc2Z67OM ) and discuss the ideas raised in it.
• Students could gather the viewpoints of other students, ex-students, teachers and others in relation to studying Shakespeare.
• Students could create a large collage about Shakespeare’s continuing influence on our language and in our lives today.
• Students could write their expectations about studying Shakespeare on slips of paper to be returned to them at the end of the unit. Students could then compare their predictions with their actual experiences!

2) Timeline

Students could be shown a timeline of Shakespeare’s life. It divides Shakespeare’s life into: Early Years (1564-1589); Freelance Writer (1589-1594); The Lord Chamberlain’s Man (1594-1603); The King’s Man (1603-1613); Final Years (1613-1616). Students ‘zoom’ in on the portion of Shakespeare’s life when Macbeth  is written and performed and extract some key pieces of information for a Macbeth in context fact file. They should find information about biographical and historical events, the existence of the Globe and other London theatres, and other works by Shakespeare.

The class prepares and holds a formal debate. The motion is “The more we discover about Shakespeare the man, the more we can appreciate Shakespeare the playwright” and students should spend some time researching and planning their contributions. The class appoints a chair and the motion is proposed and opposed by the first pair of speakers, before a second member of each team also has the chance to add to their team’s case. Points and questions can then be taken from the floor, before the opposing and proposing teams sum up and a vote takes place.

Exeunt: Closing Questions for Students

What do I now know about Shakespeare’s life and times around the time he wrote Macbeth ?

How did I find these things out?

How important is it to know about a writer’s life in order to understand and enjoy that writer’s work?

Suggested plenary activity…

Students write up their own view about the motion discussed, taking into account the arguments and counter-arguments they have heard.

Asides: Further Resources

• Students might like to read about the latest portrait to be found that may or may not be Shakespeare, an image found in a botanical book called The Herball  from 1598:  telegraph.co.uk
• A list of recommended reading for students or book box for when they are researching what we know about Shakespeare’s life (also why we know so little) could include Anna Claybourne’s World of Shakespeare , Bill Bryson’s Shakespeare and Ben Crystal’s Shakespeare on Toast .
• Students might be aware of controversies about Shakespeare’s true identity and whether he wrote all of the plays! The film Anonymous  and book Contested Will  are useful sources about these debates. As far as Macbeth  is concerned, the character of Hecate and one of the witches’ songs are widely considered to be the work of Shakespeare’s contemporary Thomas Middleton.

Epilogue: Teachers' Note

Students’ debate speeches and other contributions could be assessed for speaking, listening and writing too.

Can I investigate Shakespeare’s influences and inspiration for Macbeth ?

Can I explain how Shakespeare made the story his own?

Check for students’ understanding of the word genre and of the different genres of Shakespeare’s plays. Explain that Macbeth  is classified as a ‘tragedy’. Ask students to fill in the following table in the Student Booklet with their ideas about Macbeth  in relation to any of these three Shakespearean genres. What do students know about Macbeth  that makes it a tragedy? Can students think of anything about Macbeth  that is comical or historical?

Enter the Players: Group Tasks

1) Macbeth, King of Alba

Explain to students that Macbeth was a real Scottish king but that Shakespeare mixed fact and fiction in his play. Students could create a Scottish kings timeline about Duncan, Macbeth and Malcolm and a fact file about Macbeth by exploring websites such as:

• kingmacbeth.com/real-macbeth
• historic-uk.com/HistoryUK/HistoryofScotland/Duncan-MacBeth/

Afterwards, students could start to pick out any differences they have spotted between the historical Macbeth and the fictional one.

2) Compare and contrast

Shakespeare’s historical source for Macbeth  and some of his other plays too was Raphael Holinshed's  Chronicles of England, Scotland and Ireland . The following activity supports students in obtaining an overview of how Shakespeare’s play compares with this source material and reflecting on the reasons for the changes. Students should read the questions in the Student Booklet and plan an interview with Shakespeare. This could be done as a whole class (with you taking on the role of Shakespeare), or in small groups with a student in the hotseat. 

3) Recent events

Only a year before Macbeth  was written and performed, the Gunpowder Plot took place, an attempt – that failed – to murder the king. The similarities with Macbeth  would not have been lost on audiences at the time. Prepare a book box and quiz or a webquest for students to support their investigation of multiple sources of information about the Gunpowder Plot. Assign questions or topics to help students focus on scanning texts to find what is relevant, and reading closely to retrieve the precise information required. Students could work in groups, allocating questions to various members who report back and pool their findings in the form of a short class presentation.

What inspired and influenced Macbeth ?

How did Shakespeare adapt and shape his sources and influences to make them his own?

Why did he do this?

Students think about what it would be like to watch a performance of Macbeth  in Shakespeare’s time. Students should explain in their own words something about the play that would be exciting and something about the play that would be topical.

Aside: Further Resource

• What did Shakespeare, and the people that he was writing for, think a tragedy was? Students might like to read this essay: 2011.playingshakespeare.org/themes-and-issues/tragedy .

Epilogue: Teacher's Note

The Key Stage 4 materials in the Historical and Social Context  section can be used for a more in-depth comparison of Holinshed and Shakespeare, including a direct comparison of extracts from the two texts.

Can I establish how much I know about London in Shakespeare’s time and what I would like to find out?

Can I apply what I have learned in a creative task, and ‘step into the shoes’ of someone visiting the theatre in Shakespeare’s time?

Key words: atmosphere, empathy, glossary, questions, research, sources, topics

Explain to students that over the next two lessons they are going to travel back in time to 1606, to one of the very first productions of Macbeth . London was by far the biggest town in England and an attractive place to young men like William Shakespeare, who arrived there to make his fortune some time between 1592 and 1594. Create a brainstorm from students’ prior knowledge and impressions of London at this time.

1) Shakespeare’s London

Students work in small groups discovering information about London life in Shakespeare’s time on a particular topic assigned to them. The topics are:

• entertainment;
• crime and punishment;
• shops and trades;
• risks and dangers.

The text ‘Shakespeare’s London’ by Jim Bradbury appears in the Student Booklet. Students will also need highlighter pens.

2) Theatre glossary

Explain that theatres were outside the walls of the City of London on the south bank of the River Thames. This meant that they were outside the jurisdiction of the Puritan city fathers. Here people would find bear pits, brothels and theatres. The Globe Theatre was built in 1599. 

Students are going to compile their own glossary about theatres in Shakespeare’s time, the template for which can be found in the Student Booklet. Divide up the words among the group and ask them to predict what they think the word means in the context of Shakespeare’s theatre before looking it up here:  shakespearesglobe.com/discovery-space/adopt-an-actor/glossary . 

attic, cabbage, discovery space, frons scenae, gentlemen’s boxes, groundlings, heavens, hell, iambic pentameter, jig, lord chamberlain’s men, in the round, lords’ rooms, musicians’ gallery, pillars, thrust stage, ring house, traps, vomitorium, yard

Take feedback from students, including hearing about words that have a specific meaning in this context, but which have a different or more general meaning outside this context.

3) Publicising the play

Students should imagine that they are trying to sell tickets for Macbeth  to passers-by on a rainy afternoon in 1606. How can they encourage people to come inside the theatre to see Macbeth ? Students should devise publicity slogans and share them. If students have time, they could turn their slogans into printed handbills for homework.

What would the atmosphere have been like on Bankside in 1606?

What do I think drew people to the theatre?

What do I think were the challenges involved in putting on a play?

Divide students into groups of three, with each student taking on a different role. Students apply what they have learned today to an empathy task in which they wonder about what it would be like to be an actor, a ticket-seller and a playwright just before the show begins. If there is time, one or two groups could perform their role plays.

• The cloze activity in the Student Booklet will help students build a picture of what a visit to the theatre in Shakespeare’s time would have been like. Answers are provided in the Lesson Plan download at the bottom of this page.

By 1600 London theatres could take up to ____1_____ people for the most popular plays. With several theatres offering plays most afternoons, this meant between ____2_____ and 20,000 people a week going to London theatres. With such large audiences, plays only had short runs and then had to be replaced. Between 1560 and 1640 about 3,000 new plays were written. To attract the crowds, these plays often re-told famous stories from the past, and they used violence, music and humour to keep people’s attention. This was vital because, if audiences didn’t like a play, they made their feelings known. In 1629, a visiting French company were hissed and ____3_____ from the stage. This was because the company used ____4_____ to play the female roles, something which outraged the audience.

In open air theatres the cheapest price was only 1 penny which bought you a place amongst the ____5_____ standing in the ‘yard’ around the stage. (There were 240 pennies in £1.) For another penny, you could have a bench seat in the lower galleries which surrounded the yard. Or for a penny or so more, you could sit more comfortably on a cushion. The most expensive seats would have been in the ____6_____. Admission to the indoor theatres started at 6 pence.

The groundlings were very close to the action on stage. They could buy food and drink during the performance – ____7_____ (apples), oranges, nuts, gingerbread and ale. But there were no ____8_____ and the floor they stood on was probably just sand, ash or covered in ____9_____. 

In Shakespeare’s day, as people came into the theatre they had to put their money in a ____10_____. So the place where audiences pay became known as the box office.

groundlings         toilets         Lord’s Rooms        10,000       women pippin-pelted         box           pippins          3,000       nutshells

This lesson is designed to prepare students for the imaginative writing task in the next lesson.

Can I establish how much I know about visiting the theatre in Shakespeare’s time and what I would like to find out?

Can I imagine and describe what it would have been like to be an audience member at an early performance of Macbeth ?

Key words: atmosphere, empathy, details, planning, research, sequence, sources, structure

Displayed on the whiteboard there could be a map of the Globe and a set of labels; this is included in the PowerPoint The Great Globe Itself (available in the Download section at the bottom of this page and in the Student Booklet). Students could work out where the labels should go. Remind students that they are going to visit the Globe as it was in 1606. What kind of person are they? How much money can they afford to spend on a seat? Where will they sit? Hear perspectives from different students in role. Ask students to make notes about their ‘character’ on a planning sheet in the Student Booklet.

1) A funny thing happened on my way to the theatre…

Ask students to imagine that they have bumped into a friend and that they are discussing their journeys to the theatre. Drawing on their research from the previous lesson, students could now form new ‘expert’ groups (representing all of the different topics covered). They should then prepare six tableaux images that show aspects of what their journey towards Bankside to watch Macbeth  involved. Ask students to make notes on their planning sheet (in the Student Booklet).

2) Visualisation activity

Your role here is to conjure the atmosphere of a visit to the Globe in Shakspeare’s time. This could be achieved through watching a brief extract of Shakespeare in Love  or by reading another extract from Jim Bradbury’s Shakespeare and His Theatre  (available in the Student  Booklet). This invites the reader/listener to imagine that they are about to go to see a production of Julius Caesar  at the Globe in 1599. Ask students to make further notes on their planning sheet and add in these extra thoughts (which could be arranged around the room for students to find):

• Remember you will be writing about going to see Macbeth  in 1606.
• By then, Queen Elizabeth was dead and King James I was on the throne.
• It was thought at that time that James I was directly descended from Banquo.
• King James was very interested in witchcraft and it was a fascinating and frightening subject to many people.
• Only a year earlier, King James had narrowly missed being assassinated in the Gunpowder Plot.
• We believe that Macbeth  was a very popular play from its earliest performances.
• Richard Burbage may have been the first actor to play Macbeth.

3) Creative response

Students are going to write about visiting the Globe Theatre in Shakespeare’s time to watch a production of Macbeth . Students should now have lots of notes on their planning page (in the Student Booklet), and can start to sequence their ideas using the suggested structure on the second half of the handout.

Have I written effectively about the atmosphere at the Globe?

Have I included textual details about Macbeth ?

Have I described my reactions to the play from the perspective of my ‘character’?

Peer and self assessment of imaginative writing

• Students could consult additional sources for their research such as Bill Bryson’s Shakespeare  (Chapter 4: In London) and our factsheet about Shakespeare's London:  shakespearesglobe.com/uploads/files/2015/04/london.pdf

The imaginative writing task (an account of a visit to see Macbeth ) can be assessed for writing and also for reading.

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Exploring Macbeth research paper topics is an insightful journey into one of Shakespeare’s most celebrated tragedies. This guide delves into the complexities of ambition, power, and moral decay, providing students and researchers a foundational understanding to embark on deeper academic investigations. Whether one aims to dissect character dynamics, themes, or the play’s historical context, Macbeth  continues to offer a wealth of material for scholarly exploration.

100 Macbeth Research Paper Topics

Shakespeare’s Macbeth has long been a cornerstone of English literature, captivating readers and audiences for centuries with its intricate web of ambition, power, and destiny. A rich canvas of characters, themes, and motifs makes it a perfect subject for academic exploration, resulting in an abundance of Macbeth research paper topics. The play’s depth, ranging from its multifaceted characters to its profound thematic concerns, offers students a unique opportunity to delve into various areas of study, each brimming with potential insights and revelations.

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1. Character Analysis:

• The transformation of Macbeth: From hero to villain.
• Lady Macbeth’s descent into madness.
• The role of the three witches in shaping Macbeth’s fate.
• Banquo’s inner conflict: Loyalty to friend vs. ambition for his lineage.
• How secondary characters, like Ross and Lennox, reflect the political unrest.
• Duncan’s leadership style vs. Macbeth’s reign of terror.
• The significance of Malcolm and Donalbain’s reactions to their father’s death.
• The silent power: Lady Macduff’s minimal but poignant presence.
• Comparing Macbeth’s and Lady Macbeth’s reactions to guilt.
• The role and significance of the Porter: Comic relief or deeper implications?

2. Themes and Motifs:

• The corrupting influence of unchecked ambition.
• The dichotomy of appearance vs. reality.
• The role of fate and free will in Macbeth’s downfall.
• The recurring motif of blood and its symbolism.
• The theme of masculinity and its distortions in the play.
• Sleep and sleeplessness: A reflection of conscience and guilt.
• The impact of nature and the supernatural.
• The exploration of political legitimacy and usurpation.
• The cycle of violence and its perpetuation.
• The moral implications of ambition and power.

3. Symbolism:

• The haunting significance of the dagger scene.
• Blood as a symbol of guilt and murder.
• The role of darkness and night in the play.
• The symbolic meaning of the three witches.
• The relevance of weather patterns, especially storms.
• The dead children: Macduff’s offspring and Lady Macbeth’s child.
• The significance of sleepwalking in the play.
• Hallucinations and their psychological implications.
• The role of prophecies and their double meanings.
• The crown: A symbol of power or a heavy burden?

4. Historical Context:

• The true history of King Macbeth of Scotland.
• How the Gunpowder Plot influenced the play.
• The role of King James I in the creation of Macbeth.
• The Elizabethan worldview on witchcraft and its representation.
• The political climate of Shakespeare’s England reflected in Macbeth .
• The historical practices of kingship and succession.
• Views on masculinity and leadership in Elizabethan times.
• Superstitions and beliefs about the supernatural in the 17th century.
• The role of women in society and politics during Shakespeare’s time.
• How historical inaccuracies in Macbeth shape its narrative.

5. The Supernatural:

• Analyzing the role of the three witches.
• The importance of prophecies in shaping the play’s trajectory.
• The ghost of Banquo: Guilt or supernatural intervention?
• The cultural beliefs about witchcraft in the Elizabethan era.
• Hecate’s role and her influence on the witches.
• The supernatural vs. psychological interpretations of the play.
• How the supernatural elements intensify the play’s tragic nature.
• Apparitions in the play and their meanings.
• The role of omens and their significance.
• The blurring lines between reality and the supernatural.

6. Literary Devices:

• The use of soliloquies in revealing character depth.
• Dramatic irony in Macbeth .
• The significance of foreshadowing in the narrative.
• The role of metaphors and similes in enhancing the text.
• Symbolism used by Shakespeare to enrich the tragedy.
• The linguistic choices and their effect on the play’s tone.
• Use of paradoxes and their impact.
• The structural significance of the five acts.
• How Macbeth’s character is revealed through dialogue.
• The significance of rhymes and chants.

7. Comparative Analysis:

• Macbeth vs. Othello : A study in tragic flaws.
• Lady Macbeth and Ophelia: Madness in Shakespeare’s plays.
• The supernatural in Macbeth vs. Hamlet .
• Macbeth and King Lear : A study in power dynamics.
• The tragic heroes: Macbeth vs. Romeo.
• Themes of ambition in Macbeth and Julius Caesar .
• Lady Macbeth vs. Desdemona: The strength of female characters.
• The role of prophecies in Macbeth and Oedipus Rex .
• Comparing the downfall of Macbeth and Faustus.
• The moral landscape in Macbeth vs. The Merchant of Venice .

8. Critical Perspectives:

• A feminist reading of Macbeth .
• Macbeth through the lens of psychoanalytic theory.
• A Marxist interpretation of Macbeth’s quest for power.
• New Historicism’s take on Macbeth .
• Postcolonial views on Macbeth’s imperial ambitions.
• The ecological readings of nature in Macbeth .
• Applying structuralism to the play’s narrative.
• Macbeth from a queer theory perspective.
• A postmodernist interpretation of the play.
• Analyzing Macbeth through the lens of disability studies.

9. Performance and Adaptation:

• Macbeth on stage: Evolution over the centuries.
• Film adaptations: From Orson Welles to Justin Kurzel.
• Gender-swapped versions of Macbeth : A new perspective.
• Adapting Macbeth for a contemporary audience.
• The challenges of staging Macbeth ‘s supernatural elements.
• Macbeth in opera and ballet.
• Global adaptations: Macbeth in non-English speaking countries.
• Setting Macbeth in different time periods.
• The influence of Macbeth on modern media.
• The characterization of Macbeth in popular culture.

10. Philosophical Undertones:

• The existential crisis in Macbeth .
• Macbeth and the Nietzschean concept of will to power.
• The Stoic philosophy in the face of Macbeth’s tragedies.
• Macbeth and the debate of determinism vs. free will.
• The play’s exploration of the human psyche.
• Macbeth’s moral relativism.
• The concept of ambition and its philosophical implications.
• The nature of evil in Macbeth .
• The clash of honor and morality in Macbeth’s decisions.
• Shakespeare’s insight into the human soul through Macbeth’s journey.

In choosing Macbeth research paper topics from this expansive list, students embark on a journey into the heart of Shakespearean tragedy, delving into the complex interplay of ambition, morality, and fate. As scholars peel back the layers of this iconic play, new interpretations and perspectives emerge, reaffirming Macbeth as a timeless work that continues to inspire and challenge us.

Macbeth – A Tapestry of Complex Themes and Research Opportunities

Macbeth stands as one of Shakespeare’s most riveting tragedies, an intricate interplay of characters, themes, and motifs that has made it a favorite subject for research and analysis. These complexities have given rise to a plethora of Macbeth research paper topics, inviting scholars and students alike to probe deeper into the psychological, philosophical, and sociopolitical dimensions of the play. But what is it about Macbeth that renders it such a fertile ground for investigation?

A Journey into the Human Psyche

At the heart of Macbeth lies a profound exploration of the human psyche. Shakespeare delves deep into the mind of his titular character, illustrating the transformative power of unchecked ambition. This obsession, once lit, can push an individual to commit acts of unspeakable cruelty. The descent of Macbeth, from a noble and valiant general to a tyrannical murderer, offers a rich terrain for psychological analysis. When diving into Macbeth research paper topics surrounding this theme, one can explore the psychological triggers of Macbeth’s downfall, the role of external influencers, or even draw comparisons with modern understandings of ambition-driven disorders.

The Omnipresence of Supernatural Elements

The world of Macbeth is one shrouded in mysticism and the supernatural. From the eerie prophecies of the three witches to the haunting specter of Banquo’s ghost, these elements underscore the play’s themes and shape its characters’ fates. Scholars exploring Macbeth research paper topics in this domain can consider how the supernatural acts as a catalyst for Macbeth’s actions or as a reflection of his internal guilt and paranoia. The witches, in particular, can be analyzed from multiple angles – as embodiments of fate, as manipulative entities, or as mere figments of Macbeth’s imagination.

The Dynamics of Power and Morality

Macbeth  presents a brutal critique of the corrosive nature of power and the lengths to which individuals might go to obtain it. However, Shakespeare doesn’t stop there. He further delves into the ethical ramifications of such pursuits. The moral quandaries faced by Macbeth and his wife have given rise to numerous Macbeth research paper topics. Discussions can encompass the mutable nature of morality, the conflicts between personal ambition and ethical considerations, and the eventual consequences of moral degradation.

Gender Roles and Ambition

Lady Macbeth, one of Shakespeare’s most formidable female characters, shatters the contemporary conventions of femininity. Through her, Shakespeare examines the intersection of gender and power, suggesting that ambition is not the sole domain of men. When diving into Macbeth research paper topics that focus on Lady Macbeth, one can explore the subversion of gender norms, the dynamics of power within the Macbeths’ marriage, and the societal expectations of women during Shakespeare’s era.

The Inescapability of Fate

Is Macbeth a puppet of fate, or does he exercise free will? This age-old debate stems from the play’s intricate dance between destiny and agency. Macbeth research paper topics on this theme can traverse the philosophical terrains of determinism, the self-fulfilling nature of prophecies, or the extent to which characters are architects of their doom.

The brilliance of Macbeth lies not just in its masterful storytelling but in its layered thematic richness. Whether dissecting the intricacies of its characters, its thematic tapestry, or its socio-political critiques, Macbeth research paper topics offer a treasure trove of research avenues. It stands as a testament to Shakespeare’s genius that hundreds of years after its first performance, Macbeth continues to captivate, inspire, and provide inexhaustible material for scholarly exploration.

How to Choose Macbeth Research Paper Topics

Delving into Shakespeare’s Macbeth offers an almost endless wealth of themes, motifs, character analyses, and historical contexts to explore. With such an expansive range of potential subjects, choosing the ideal Macbeth research paper topic can be both an exhilarating and daunting task. The vastness of this play’s content provides freedom, but this same vastness requires strategic selection to ensure your research is both original and comprehensive. Here are some guidelines to aid in that decision-making process.

• Passion and Personal Interest: Always choose a topic that you are passionate about. Your interest will not only make the research process more enjoyable but also reflect in the quality of your paper.
• Scope of the Topic: It’s easy to get lost in the wide array of Macbeth research paper topics. When selecting, ensure that your topic is neither too broad that it lacks depth nor too narrow that it lacks sufficient content.
• Academic Relevance: Ensure that the topic aligns with the guidelines provided by your instructor or institution. It should challenge you academically and push the boundaries of what is already known.
• Available Resources: Before finalizing a topic, conduct preliminary research to ensure there are enough resources available. These can be literary critiques, academic journals, or reputable online sources.
• Originality: While many topics from Macbeth have been extensively covered, aim for a fresh perspective or a unique angle. This will make your paper stand out and contribute a new voice to the existing discourse.
• Historical and Cultural Context: Consider exploring topics that delve into the historical and cultural background during Shakespeare’s time. This provides a richer understanding of the play’s themes and character motivations.
• Character Analysis: Choose a character that intrigues you. Instead of general traits, dive deep into their psychology, relationships, and evolution throughout the play.
• Comparative Analysis: Compare Macbeth with another of Shakespeare’s plays or even a modern work. Highlight parallels, contrasts, and insights that such a comparison brings.
• Themes and Motifs: Macbeth is rife with intricate themes like power, ambition, supernatural elements, and more. Choose a theme and explore its representation, evolution, and relevance throughout the play.
• Feedback: Before finalizing your choice among the many Macbeth research paper topics, seek feedback. Discussing with peers, instructors, or mentors can provide valuable insights or angles you hadn’t considered.

Choosing the right Macbeth research paper topic is a crucial first step in your academic journey. It sets the tone for the research, analysis, and writing phases that follow. While the plethora of options might seem overwhelming, by following the above guidelines and remaining true to your interests and academic goals, you’re sure to land on a topic that’s both engaging and rewarding. Remember, the essence of Macbeth is its depth and complexity; mirror these traits in your research, and you’re on the path to academic success.

How to Write a Macbeth Research Paper

Writing a research paper on Shakespeare’s Macbeth is an exercise in exploring deep human emotions, intricate relationships, and the nuances of ambition, power, and morality. Tackling such a multifaceted work requires an organized approach, a keen analytical eye, and the ability to weave your observations into a compelling narrative. Here’s a step-by-step guide to help you craft a masterful Macbeth research paper.

Begin with a solid understanding of Macbeth . Before even commencing the writing process, immerse yourself in the play. Read it multiple times, and perhaps watch different theatrical renditions to grasp the emotional undertones and character dynamics.

• Thesis Statement: The foundation of your research paper. Based on your readings, determine what angle or aspect of Macbeth you wish to explore. Your thesis should be clear, arguable, and specific.
• Outline Your Paper: Plan your research paper by breaking it down into sections. Decide on the main points you want to cover, the arguments you wish to make, and the evidence you’ll use to support these arguments.
• Dive Deep into Analysis: Don’t just scratch the surface. Explore the symbols, motifs, character arcs, and historical context. How does the theme of ambition drive Macbeth and Lady Macbeth? How do supernatural elements influence the narrative?
• Use Supporting Evidence: Every assertion you make should be backed by textual evidence. Use quotations from Macbeth judiciously, ensuring they align with your arguments.
• Consider Historical Context: Understanding the sociopolitical climate of Shakespeare’s time can provide deeper insights into the play’s themes and characters. Delve into the beliefs, norms, and values of that era.
• Compare and Contrast: Position Macbeth against other Shakespearean tragedies. How does it stand out? What common themes does it share with works like Hamlet or Othello ?
• Maintain Flow: Ensure that your paper has a logical flow from introduction to conclusion. Each paragraph should transition smoothly to the next, creating a cohesive narrative.
• Seek Feedback: Before finalizing your paper, have peers or mentors review it. Fresh eyes can offer new perspectives, catch inconsistencies, or identify areas needing more depth.
• Proper Formatting and Citation: Whether it’s APA, MLA, or any other format, ensure you adhere to the required citation style. Accurately citing your sources is crucial to avoid plagiarism and to lend credibility to your paper.
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Macbeth Homework Booklet

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10 exam questions in a homework booklet for Macbeth.

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July 8, 2020.

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Macbeth Research Notes

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12 excellent teaching resources for Macbeth – make Macbeth easy

by mindroar | Jun 25, 2021 | blog | 0 comments

Looking for teaching resources for Macbeth? Are you teaching Macbeth in high school and desperately looking for activities for the Shakespearean tragedy? Check out these 12 resources and make Macbeth easy.

Pre-reading activities for Macbeth

1. shakespearean insult lesson.

If your students are unfamiliar with Shakespeare, it can be a steep learning curve. This can make it difficult to teach Shakespeare’s Macbeth .

Students often feel intimidated by the language and find it hard to get into. And if you’re teaching Shakespeare for the first time, or one of his plays for the first time, you can feel intimidated yourself!

A great way to overcome this fear factor is to have some fun activities for teaching Shakespearean language and the play you will be teaching.

One of my favorite ways to start any unit about Shakespeare is by having a Shakespearean Insult Lesson (see h ere for my blog post about it and here for my digital and in-class lesson ).

Not only is the Shakespearean insult lesson lots of fun, but it also helps reduce the fear factor of Shakespearean language.

2. Watch a video about Shakespeare and his plays

Another great way to introduce students to Shakespeare and Macbeth is to watch a short video about Shakespeare’s life and his tragedies.

There are heaps of videos around, but some of my favorites are the Crash Course videos: this one , which is all about Shakespeare’s life, and this one , which is about Shakespeare’s tragedies.

Both videos are short and sweet, less than fifteen minutes. The video about Shakespeare’s tragedies covers King Lear in more depth, so you can also stop the video at about eight minutes and fifteen seconds if you’re short on time.

The videos are funny and engaging, and they use illustration, a presenter, and quotes to delve deeper into Shakespeare’s life and plays. That series also has a video about Shakespeare’s comedies, just in case you teach any of those too.

If you’re looking for a worksheet to go with the videos, check out our Shakespeare life and plays bundle on TPT.

3. Take a personality quiz

As you know, teaching Macbeth to high school students requires capturing their interest. And for teens, one of the best ways to do that is to relate the content to their own lives.

A great way to do that is this fun pre-reading activity for Macbeth , a personality quiz by High School Help. In the activity, students take a fun quiz to see which character they are most like. And under the guise of a fun activity, students are inadvertently learning about major characters from the play.

High School Help also has a free anticipation guide for the play, covering important themes. Other helpful pre-reading resources for Macbeth by High School Help include this scavenger hunt .

4. Watch a video about Macbeth

Now, once you’ve introduced Shakespeare and your students are more comfortable with the language, you might be wondering how to teach Macbeth specifically.

The Crash Course Literature series also has two videos specifically about Macbeth . Again, I rate these highly as they’re short, entertaining, and cover important content such as plot, characters, and themes.

If you’re looking for worksheets for these, we have some too. Check out the Macbeth bundle , which has worksheets for both of the videos.

But be wary of plot spoilers! If you’re happy for students to know the plot in advance, go for it. If not, you may want to watch the videos during or after reading instead.

While reading activities for Macbeth

Ok, so you’ve gotten your kids into the play, they know a little about Shakespeare and his tragedies, and they’re no longer intimidated by the language.

Now you need some teaching resources for Macbeth that you can use while reading the play.

5. Read some comics

These comics by David Rickert give an introduction to the main events of each act and have an activity that explains an important concept or literary device.

Using comics is a great way to take away that fear that students often have of not understanding Shakespearean language. As an added bonus, the visuals in comics often help with comprehension.

6. Learn the characters with body biographies

These body biographies by Danielle Knight of Study All Knight are another idea for teaching Macbeth . In the activity, students analyze characters in an engaging way. In completing the projects, students have to:

• to find direct quotes
• analyze how the character has changed (or stayed the same)
• explore the characters’ inner thoughts/feelings
• analyze the characters’ values and beliefs
• explore the characters’ strengths/weaknesses
• identify the characters’ goal/s in the play
• describe what the characters look like
• choose the characters’ best accomplishment/s
• identify symbols
• and describe the characters’ background, family, personality, and conflict

These posters are fantastic for collaborative learning, require in-depth analysis, and are great to display once completed.

7. Close reading workbook analyzing through literary lens

This close reading workbook by Dr Jenna Copper is another idea for teaching Macbeth , this time through a literary analysis lens. The workbook has 16 close reading excerpts from all acts of the play and covering analysis through many different literary theories such as:

• gender studies
• psychological

The workbook also has an answer key and can be used in-person or online.

8. Character map activity

One thing about reading Shakespeare that can be difficult for students is keeping track of all of the characters. With fourteen characters, and a bunch of M-names, keeping track of who is who and who’s doing what can be tricky. This activity by Laura Randazzo helps with that.

The character map activity is available to print or in a Google slides version. Students can use the map to work out or remember relationships between characters. And don’t worry, the answer key is included!

9. Scene-by-scene study questions

Another great teaching resource to help with teaching Macbeth is this scene-by-scene study questions resource, also by Laura Randazzo. These questions can help students keep track of important plot points, make inferences, and explore their own personal opinions.

The Macbeth study questions can be used in class, as part of homework, as quizzes, or as enrichment activities. Or you can use bits and pieces of different questions for different purposes or activities. There is also an answer key.

After reading Macbeth activities

So you’ve finished reading or watching Macbeth and now you come to the pointy end where you need to review before an assessment task. These great Macbeth review activities are sure to be a hit with your students.

10. Escape room review activity

This escape room activity by Room 213 is a great, in-depth way to review the play in class. There are challenges/puzzles for students to complete, as well as cards to help or hinder students. In the game, students must use their knowledge of the play to help Malcolm and Macduff rescue Scotland from Macbeth.

11. Review bingo game

This Macbeth review bingo game by Juggling ELA is a great way to quickly review the play. The game covers characters, symbols, and terms/definitions. It also has 30 different bingo cards, as well as one blank card so that you can write your own card. It also has a digital version .

12. Digital escape room

This digital escape room by English Bulldog is a great way to review Macbeth if you are wanting something shorter than the Room 213 version, or if you are still learning online.

The review game covers different verse forms and literary devices, major characters, the theme of appearance vs reality, plot sequence, and students have to unscramble a soliloquy.

What’s your favorite teaching resource for Macbeth ?

We hope you’ve found some fresh, engaging, and exciting resources to teach Macbeth to your high school students. If you have favorite teaching resources for Macbeth, let us know!

Want more Shakespeare?

Blog posts you may be interested in:

• 5 awesome free resources to teach Shakespeare
• Fun, engaging, and easy Shakespearean insults lesson you have to try
• Worried about teaching Shakespeare? How to make it fun + easy

Products you may be interested in:

• Crash Course Literature Shakespeare worksheet bundle
• Shakespearean insults lesson for ANY play digital activity
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• Crash Course Literature Hamlet mini-bundle
• CrashCourse Theater and Drama Shakespeare mini-bundle
• Crash Course Literature Shakespeare’s sonnets

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Macbeth Homework booklet

Subject: English language learning

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

28 August 2021

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A set of homework tasks for ‘Macbeth’. This includes:

- literature exam style questions -other exams questions using ‘Macbeth’ as a stimulus, e.g. using a scene from Macbeth to look at how structure interests a reader (Question 3 of the English Language Paper 1)

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