Henry IV, Part 1

Henry IV, Part 1

Introduction

This is a wild, funky and very amusing play. It is going to require some investment from you, in terms of understanding it. Once invested, however, everything should be fine.

Table of Contents	The following sections will be included in this unit.
Topic		See Page
HIV Introductory Questions		D-2
HIV Lecture		D-3
HIV Quick and Dirty		D-4
Generation X		D-5
HIV Act I, scenes 1 & 2		D-10
HIV Act I, Scene 3, Act II, Scene 1		D-12
HIV Act II, scenes 2, 3, & 4		D-14
HIV Act III, scenes 1 & 2		D-17

Other Works

When I teach this unit, generally I also use “Your Own Private Idaho” and “Henry V.”

Henry IV, Introductory Questions

Introduction

This particular play focusses on some of the same ideas that Summer and Catcher worked on.

Questions

In a small group, answer the following questions.

1. This play is about how a young man becomes a king or president or anything else. Do you believe that you get to be a leader by being a good and dutiful person all the time?

2. If, in order to become a leader, you would have to abandon your friends, would you do it?

3. Do you get along with your father? What does your father expect you to be as an adult? How does he behave about this?

Henry IV; Lecture

Introduction

One of the difficulties of this play is that it focusses a great deal on the politics of the time. These Politics I hope to clear up in this lecture.

How does a King Keep Power

For a king to keep power he must do the following:

• Money

• Nobles

• Church

• Commons

King Henry IV

This particular king had many, many troubles.

• Richard II

• Foreign

• Rebellions

Henry IV, Part 1; Quick and Dirty

Introduction

A Quick and Dirty is a research tactic. Instead of lecturing, I ask you to find this information and present it to the class.

You will write a one page brief. A brief is a legal document that briefly states the facts of the case and anything important or relevant. Yours may either be in written form or in an outline.

Instructions		The following are the instructions for doing a Quick and Dirty.
Step	Action
1	Get the assignment from the teacher
2	Figure out everyone's roles in the group
3	Begin Research If you are using.... Then.... Encyclopedias Go to the Index Volume Other books Go to the Index first On-Line search Use your topic as a keyword
4	Someone handwrites the notes
5	When complete, someone edits the notes so that only important details are there
6	Someone then takes the final draft and computerizes it.

Topics

The following are the topics for the Quick and Dirty.

• William Shakespeare

• The Globe Theater

• Queen Elizabeth

• Henry V

• Falstaff

Generation X

Introduction

The following article came to me over the internet. It is the opening to a longer paper on Attention Deficit Disorder, a paper I have sinced eliminated.

Generation X is considered anyone between 10 and 30.

Generation X

Read the following article and answer the questions that follow.

The generation born between 1961-1981 has been the focus of great concern at the College of Santa Fe, as well as in most of the U.S. We seem to see a great decline in this generation, a lowering of morals, ethics, conscience, as well as grades, performance, and attitudes towards education. How did this decline happen?

This apparent phenomenon could have started with the new ideas of education that were implemented in the early 1970’s. The ideas of “open” schooling were absorbed into most national education systems, encouraging student rights, relaxed discipline, and generally allowing teenagers to do as they pleased with their student publications and clubs.

By the late 70’s, teachers and administrators were faced with rowdy and rebellious classrooms, filled with children adept at identifying their feelings, but severely deficient in the basics of education. The tide turned in the middle 80’s, and society was soon singing a different tune. When these kids started school, they were told that there weren’t any standards, that they were doing well, and that they had to “listen to their feelings”. Now, after all those years, they hear that there indeed had been standards, that they had failed to meet them, and that no one much cared how they felt about, or coped with that failure.

On today’s campuses, adults seem only thinly in charge, crime festers,students are left to fend for themselves, and any concept of core curriculum(like the “core” anything else in their lives) is either unmentioned or controversial.

Continued on next page

Thirteeners, Continued

The data documenting this generation’s academic failings are powerful and persuasive: aptitude test scores remain well below those of previous generations; overall college completion are below that which the Boomers achieved; traditional writing skills have atrophied. Today’s most gifted collegians cannot match what faculty members recall as the most gifted Boomers. Math and science ability lag well behind global rivals. Most important, most alarming, most disgusting of all the educational statistics for this generation is that the skills, behaviour, and work habits of many of today’s high school dropouts are at or below what one would find in the most disadvantaged of Third World schools.

No one is more aware of the prevailing academic deficiency more than are these young people themselves. With the academic decline that has frightened an entire nation, one even more confusing point arises: if this generation is performing so poorly, why is it that the children born in the 70’s are scoring higher than the generation born in the 1930’s, while taking identical IQ tests?

One simple fact is that the “13th gen”, a term coined by Neil Howe and Bill Strauss in their book, 13th Gen: Abort, Retry, Ignore, Fail? (Vintage Books, 1993), is being tested on material that they simply never learned. If the children raised on Vietnam, Iranian hostage-taking, and a U.S. trade imbalance had been tested on something like how to raise capital in Poland, or where to locate video outlets in Russia; i.e., issues that their experience would lead them to relate to, then they might have scored considerably better than the generations they are consistently compared to. What this generation can do is tell you how to write good E-Mail, produce a good video, or write a good ad; all of which they are never tested on, commended for, or able to use in a productive manner. Also, none of these activities encourage the ability to focus, or require extended attention to produce.

Continued on next page

Gen X, Continued

For one thing, “Thirteeners” are unlikely ever to impress their elders with their academic prowess, and they know it. The few students who have been recognized for their intelligence, aptitude, or simple insight, blossom under the praise, yet fear whom they will disappoint next, when the bubble of esteem will be burst again, next class, next headline, next news report, next second. Although they will always take pride in what education and knowledge they picked up along the way; everyone knows that “a computer doesn’t do anything I can’t do already with my fax, phone, word processor, or simple legwork.” Nullifying the fact that although “Thirteeners” don’t know what they’ve been taught; they are of some value.Continued on next page

Gen X, Continued

Historically, adolescents are well-known for their outrageous (and often obnoxious) music, clothes and slang, but this generation has turned it from obnoxious, to destructive. When asked about this, a “Thirteener” says “Yeah, the weather’s nice, and I’m obliterating myself. How about you?” The modern cultural message the “Thirteeners” were taught was that their worth is not intrinsic, that they are only defined by what others can see. To that one can only ask - Does Steven Hawking look intelligent?

Another frightening statistic: one million “Thirteeners” have tried, or will try to kill themselves before age 30; and one hundred thousand will (or have) succeed. What is happening here? Why is it that the colour black is the 90’s equivalent of hippie rainbow colours of the 60’s? In the film “What About Bob?” a conversation between psychiatrist father and his 12-year-old son provides an illuminating example. Father: “Why are you always wearing black? What is it with you and this death fixation?” Son: “Maybe I’m in mourning for my lost childhood.” What an astute observation of our generation by a fictional 12 year-old!

Thirteeners” are cursed with the lowest collective self esteem of any youth generation in living memory. Every new crop of Americans come of age facing its share of family problems, adolescent agonies,and spoiled dreams. But none other this century has felt anything like the“Thirteeners”collective sense of missionlessness - of feeling worthless, wasted, even despised as a group. Of wondering why they were even born.

Continued on next page

, Continued

The worst dangers facing these kids are behaviourial: AIDS; drug and alcohol abuse; eating disorders; homicide; and, of course, suicide. Forty years ago, when a teenager landed in the hospital, people’s usual response was “What does he have?” Today, it’s “What did he do to himself?”

This brings us to the crux of the question: Why are these children failing? Why can’t they perform if their potential is so great?

Questions

Answer the following questions fully. Use another sheet of paper.

1. What makes Gen X so different from the ones before it?

2. The author believes education could be a part of the problem. Why?

Later, she disputes this. Why does Gen X do so poorly on the exams?

3. What can “Thirteeners” do that their elders can’t?

4. How are “Thirteeners” culture different from others?

5. What are “Thirteeners” focussed on?

How many of them have committed suicide?

6. What does the author believe has caused all this trouble?

Writng

Write a short, 500 word story that has a boomer and a “Thirteeners” meeting somewhere.

Henry IV, Part 1; Act I, scenes 1 & 2

Introduction

The very first part of this play can be a bit confusing. Give it some time and patience.

Questions; Act I, sc. 1

Read the appropriate scene and answer these questions.

1. What is a "frighted peace"

2. What has just finished happenning?

3. What plan does the King have?

Will he do it?

4. What news does Westmoreland bring?

5. What did Hotspur do in Holmedon (in the north)?

6. What does the King wish for?

7. What hints do they have that Hotspur is going to go traitor?

Continued on next page

HIV I, ii, Continued

Henry Act I, sc 2

Read the appropriate scene and answer these questions.

1. Why doesn't Falstaff need a clock?

2. What is Harry's attitude towards Falstaff?

What is Falstaff's attitude twards young harry?

3. How, according tothe Prince, is Falstaff truly a "Moon man"?

4. How will Falstaff be a "hangman"?

5. How has the Prince corrupted Falstaff

6. Why does Poins spend most of his time talking to the Prince and not Falstaff?

7. What are Poins plans?

8. How does the Prince imitate the sun?

9. Why will the Prince "falsify men's hopes."

10. What do lines 209-211 mean?

11. Acording to the speech, why is Harry acting like a drunk and fool now?

Writing

Do you think Henry is being honest with his friends? Have you ever thought these same ideas?

Henry IV, Part 1; Act I, scene 3-Act II, scene 1

Introduction

The drunken and besot Prince of Wales moves on and the Plot begins. The traitors hatch a plan and Hotspur enters.

Act I, scene 3

Read the appropriate scene and answer these questions.

1. What is the King's mood?

2. How does Worcester tick the king off?

3. Why did Hotspur not turn over the prisoners?

4. What was the messenger like?

5. Whatare the conditions Hotspur puts on the release of the prisoners? Why won't the king do it?

6. What does the king think of Mortimer?

7. What did King Richard declare Mortmer to be?

8. How does everyone else react to Hotspur's heat?

9. Complete the quote "Methinks it would be an easy leap________________________________________"

10. What is a "woman's mood"

11. What is Worcester's Plan? What is Hotspur going to do?

Continued on next page

HIV, Act II, i, Continued

Act II, Scene 1

Read the appropriate scene and answer these questions.

1. Why won't they lend Gadshill a lantern?

2. What information does the Chamberlain have?

3, What will he do to the commonweath? What is the pun there?

Writing

Why is the King angry? What else should he do if he wants to keep power?

Henry IV, part 1; Act II, scenes 2, 3, & 4

Introduction

In these scenes we get some robbery, some violence and some more rebellion.

Act II, Scene 2

Read the appropriate scene and answer the questions

Scene 2

1. Why does Falstaff need his horse?

2. Why would this scene make the audience feel a little uneasy, as well as make them laugh?

3. How do they refer to Falstaff?

Scene 3

Read the appropriate scene and answer the questions

1. Why does Shakespeare immediately bring in a scene about Hotspur?

2. How is Hotspur acting?

What does the letter say?

3. What is his wife's complaint?

How is that complaint distinctly different from Hal's scene?

4. Why does he dream of war and the like?

5. Does he love his wife?

Is he joking or serious?

6. What is the pun in the last line?

Act II, Scene iv

Introduction

This particular scene is one of the most important in the entire play.

Questions

Answer the following questions completely. Use another sheet of paper.

1. Where is this scene set?

2. What is the prince boasting of in the early part of this scene?

What is a "hogshead"

3. What is the game that they play with the serving boy?

4. What does Hal think Hotspur does in the morning?

5. What is the problem of "lime in his sack"?

6. According to Falstaff, what happenned on the road?

7. In Falstaff's final version of the story, how many men attacked him?

8. at line 245, Falstaff and Hal start insulting one another. What are their insults?

9. How does Falstaff dodge the fact that he lied and ran away from the "robbers"?

10. How was Falstaff's sword hacked?

11. Who is at the door?What is the message?

12. What do Hal and Falstaff pretend to be? How does the King feel about his son in these play-acts?

Continued on next page

HIV Act II, sc. 4, Continued

13. According to the "king", who is the only good person in Hal's comapny?

14. When the two reverse roles, What does Flastaff say in praise of himself?

Why might he be so driven to defend himself?

15. How does Hal get out of the problem with the Sherriff?

How does Shakespeare get out of a problem with the audience?

Writing

Henry IV, part I; Act III, scenes 1 & 2

Introduction

The father, after some awkwardness, becomes reacquainted with the son.

Act III, Sc. 1

Read the scene and answer the following questions.

1. What does Glendower claim happenned when he was born?

Where else in Shakespeare do you get such a reliance on the stars?

2. Why does Hotspur get all ticked off at Glendower?

Why is that bad thing for the alliance?

3. How are they going to divide England?

*Right now, using the group and a chart, show the coming alliances with and against the king.

4. What do Mortimer and Hotspur argue over?

Read the following passage:

“Methinks my moiety, north from Burton here,

In quantity equals not one of yours:

See how this river comes me cranking in,

And cuts me from the best of all my land

A huge half-moon, a monstrous cantle out.

I'll have the current in this place damm'd up;

And here the smug and silver Trent shall run

In a new channel, fair and evenly;

It shall not wind with such a deep indent,

To rob me of so rich a bottom here.“

What is Hotspur planning to do?

Why?

What does the word “Moiety” mean? (probably)

Continued on next page

Henry, Continued

5. What do Mortimer and Worcester ask Hotspur to do?

Hotspur and Hal are drawn as opposite characters. using at least three character traits, show how they are opposite?

6. How is the Lady singing?

In what language?

When Hotspur says he would rather hear the lady howl, what does he mean?

How else does he pun off the Welsh lady?

Why won't his wife sing?

Act III, Scene 2

Read the following scene and answer the questions on another sheet of paper.

1. According to the king, how and why is he being punished?

What sin has the king committed in the past?

Read the following passage:

God pardon thee! yet let me wonder, Harry,

At thy affections, which do hold a wing

Quite from the flight of all thy ancestors.

Thy place in council thou hast rudely lost.

Which by thy younger brother is supplied,

And art almost an alien to the hearts

Of all the court and princes of my blood:

The hope and expectation of thy time

Is ruin'd, and the soul of every man

Prophetically doth forethink thy fall.

What metaphor does the king use in the second line?

what is the Hope and Expectation of the time?

What are people predicting?

Continued on next page

Henry, Continued

2. What is Harry's attitude towards the king?

3. How was the King different from Richard?

How did that work for him?

What celestial object did he compare himself to?

5. What happenned to the King, being seen all the time?

6. What advantages does Hotspur have, according to the King?

What has he done already?

7. How is Hotspur Hal's "Factor"?

What does Hal promise?

8.What news does Blunt bring?

Henry IV, part 1: Act III, sc. 3, Act IV, sc 1 & 2

Introduction

Now, with the son reconciled to the father and the rebels on the march, it is time for the big battle.

Act III, sc. 3

Answer the followng questions fully. Use another sheet of paper.

1. What does Falstaff say has happenned to him?

2. Falstaff insults Bardolphs roundly. what body part does Falstaff mock?

What are some examples of some of his insults?

Create some colorful insults of your own for Bardolph?

3. What is Falstaff trying to convince the Hostess of?

Why?

What is a bawdy house?

4. What "animal" is the hostess?

What is the foul and filthy pun?

5. Why won't Falstaff beat up on Hal?

Where else have we seen this reason?

7. What really was in his pocket, according to Hal?

8. What sort of troop does Falstaff have?

Why is that important?

Continued on next page

Henry, Continued

Act IV, sc. 1

Answer the following questions completely

1. What do the letters say?

2. Read the following passage:

Sick now! droop now! this sickness doth infect

The very life-blood of our enterprise;

'Tis catching hither, even to our camp.

He writes me here, that inward sickness--

And that his friends by deputation could not

So soon be drawn, nor did he think it meet

To lay so dangerous and dear a trust

On any soul removed but on his own.

Yet doth he give us bold advertisement,

That with our small conjunction we should on,

To see how fortune is disposed to us;

For, as he writes, there is no quailing now.

Because the king is certainly possess'd

Of all our purposes. What say you to it?

What two important pieces of information does this letter contain?

What sickness does his father have?

Why can’t they quit?

3. What news does Vernon have?

4. What shouldn't Douglas talk of?

Why not?

Continued on next page

Henry, Continued

Act Iv, sc. 2

Answer the followign questions fully.

1. What is Falstaff's command like?

What happenned to the good soldiers?

2. What does he mean when he calls them "food for powder"?

Why do you suppose he is so cavalier about his troops?

Writing

Why is Falstaff so poorly suited for war?

Henry IV, part II; Act IV, sc. 3, 4, Act V, sc. 1

Introduction

The rebel alliance continues to have troubles as does our glorious fat man.

Act IV, sc. 3

Answer the following questions fully. Use another sheet of paper.

1. When does Hotspur want to fight?

Why?

2. What does "Vouchsafe" mean?

3. What does Blunt want to know?

4. According to Hotspur, what debt does the King owe?

Act IV, sc. 4

Answer the following questions fully. Use another sheet of paper.

1. What is the Archbishop afraid of?

2. Where will the king stop if he wins at Shrewsbury?

Continued on next page

Henry, Continued

Act V, scene 1

Answer the following questions fully. Use another piece of paper.

1. What is the sun like?

How is that Symbolically important for Hal?

2. How is astronomy used again in lines 19-24?

3. How did the King bum out Worcester?

4. What does Hal say in praise of Hospur?

What does he propose?

5. What is the tone of Falstaff's last speech?

6. According to Falstaff, what is honor?

Writing

When he discusses Honor, is Falstaff wrong? how would the Prince feel about this speech? How would Hotspur?

Henry IV, Part 1; Act V

Introduction

Finally, we get battle royal.

Act V, sc. 2

Answer the following questions fully. Use another sheet of paper.

1. What offer did the King make in Scene i?

Why shouldn't they tell Hotspur?

(Why won't Worcester etc be forgiven)

2. What did the Prince of Wales offer to do?

Who is the Prince of Wales?

Act V, scene 3

Answer the following questions fully. Use another sheet of paper.

1. Who is Blunt dressed like? Who does Douglas think he is?

2. How is Flastaff "as hot as Molten lead and as heavy too"?

3. What sort of note does Falstaff add to the fighting? does Shakespeare come out for or against Honor with Falstaff?

4. What is in Flastaff's pistol case? What does hal think of Falstaff now?

5. What sort of future does Falstaff have (not in the text).

Continued on next page

Henry, Continued

Act V, sc. 4

Answer the following questions fully. Use another sheet of paper.

1. Why won't Hal leave the field of battle, even though he is injured?

2. When Hal saves the king, what else does he redeem?

3. What is the importance of Hal saying "two stars cannot keep the same motion in one sphere"?

4. What is Hotspur food for?

What does that mean?

5. What is a "counterfeit"

How was Falstaff counterfeiting?

6. Complete the quote " The better part of valor___________________"

7. Why does he stab Hotspur?

8. When Hal returns, what story does Falstaff tell him?

9. Why is Falstaff following?

Act V, sc. 5

Answer the following questions fully. Use another sheet of paper.

1. What will happen to Vernon and Worcester

2. Who are they leaving to battle with?

Henry Costumes

Introductions

Directors frequently use costumes and props to describe and define their characters. Also, they use the costumes to show things that might not otherwise come out

Directions

Henry: Essay

Introduction

While this essay has little to nothing to do with the text closely, it is carefully paired up to the themes of the play. Think of the lessons of the play as you frame you answer.

Essay Question

Yesterday, the Boston Globe printed a huge editorial, calling on the United States government to reinstitute thedraft. The draft they proposed was equal for men and women and would provide a minimal coverage for conscientious objectors.

A. If you were a congressman would you vote for this? Explain, with citations from Henry IV.

B. If you were drafted, would you go to war? Explain using citations from Henry IV.

Henry: Group Quiz

Introduction

It is often difficult to figure out the plot to this play. This quiz should help you do this.

Instructions: Names

In a clear, well organized paragraph or two, please explain what has happenned to these characters since the beginning of the play. You do not need to be super detailed, but make sure you hit the high points.

Names

Choose three of the following names.

• Hal

• Hotspur

• Falstaff

• Lady Percy

Poem: "The Night We Knew For Sure"

Introduction

Many of the themes expressed in henry are universal and are present in many bits of literature.

Poem

Read the following poem.

The night we knew for sure,

I sat with three or four men in a bar,

Men who need a drink before they'll speak,

Whose voices shrink to mutterings

If they touch the cusp of feeling.

Then in walked my dead father,

All compressed hilarity and need--

Stooped hands-in-pockets shuffle,

Unbuttoned lamb's wool cardigan,

Its country club insignia two putters

Crossed against the C above his heart.

I knew he'd sit across from me

Reluctantly, and not look up.

Then he'd stand and amble to the bar,

Flipping quarters into the till

To charm the waitresses.

I knew no one makes the old man see

What he doesn't want to see, especially

When he's drunk and full of feeling.

Then, from a room across the bar,

Where I knew you lay in labor,

I heard our firstborn cry.

Question

What does this poem have to do with Henry IV, part 1?