MacBeth

Lesson 1

Objective:  I know the difference between friendship groups and gangs; I have strategies for managing pressure to join a particular group or gang and I know how to access appropriate support

 

I know how to recognise a ‘cult’; how it differs from other types of group; how cults recruit; how to seek help if they are worried for themselves or for others.

Read: Extract 1

You: In groups of three ask one person to be MacBeth and to sit in the middle, one person should be a witch and has to convince MacBeth to listen to her and to think about how great it would be to be King. The other person should be a friend and try to convince MacBeth not to listen to what the witches are saying, they should try and think of the dangers of listening to her and how MacBeth could resist temptation.

Now they will do the same exercise but for a modern day scenario. Still in groups of three ask one student to be themselves, one student to be a gang or cult leader who is trying to get the student to join them. Ask them to think of what gangs or cults might promise people to get them hooked in (promise of protection, material things e.g. money, trainers etc or support of a family). The other group member should be a friend and should try to convince the student not to join, they can remind the student what members of gangs or cults might have to do in return for the things they are offered (violence, leave family). Make sure students are clear that friends would not ask them to do these things.

Lesson 2

Objectives: Spiritual Wellbeing: I am able to question something I don’t agree with.

Mental and Emotional Wellbeing: I understand how peers influence my wellbeing.

Read Extract 2

You: As a class decide what you think MacBeth should have done at this stage.

-run away?

-got help- give some examples of where- other friends/ family?

-stood up to Lady MacBeth?

Ask students to imagine MacBeth had stepped away from the situation and thought about it. He is now writing a letter to Lady MacBeth telling her he won’t do it. What would he say? The class could either write the letter, act out what MacBeth would say in pairs or discuss as a class.

 

Afterwards, ask students to think of a time that they were manipulated or being persuaded to do something. Now that the time has passed, ask them to write a letter responding with what they would like to say.

LESSON 3

Mental and Emotional Wellbeing:  I know when to listen to my conscience.

Read: Extract 3

You:  Ask students if they have ever heard of a conscience. Explain that in the film Pinocchio, his conscience is a cricket called ‘Jiminy Cricket’. The conscience is someone’s ethical guide, their compass as to what is right or wrong. 

What type of animal do you think MacBeth’s conscience is in this scene? They should think of an animal and give a reason why e.g I think a lion because his conscience is being really loud in this scene.

What is it trying to tell him? Ask students to draw the animal with a speech bubble.Then ask students if they have ever felt like their conscience was trying to tell them something? What animal would they give their conscience? Ask them to draw their own conscience telling them something.

LESSON 4

Social Wellbeing:  I recognise the impact of drugs and alcohol on choices and sexual behaviour.

Read: Extract 4

You:  Ask students what effect they think drinking has had on Lady MacBeth in this scene.

E.g. She feels that she is bolder, but she is showing more signs of anxiety. She is not making very good decisions. She is jumpy and imagining things.

See if students can name any other effects of drinking.

Ask students to write a brief outline of their day so far and then ask them to write how that day would/ could have been different if they had been drinking.

Ask them to imagine what they would do if they were asked to do something they didn’t want to and how that might be effected if they were drinking.

LESSON 5

Objectives: I am aware of how the media portrays young people and recognise its possible impact on my mental wellbeing. 

I understand the impact societal norms have on my identity and wellbeing.

Read: Extract 5

You:  Ask students to draw an image of a witch. Ask students if they know why people believed in witches in Shakespeare’s time and who would be classified as a witch. Explain that people believed in witches because they could blame witches when something bad happened. Old, poor and single women were often classified as witches and stereotyped to be like the witches in MacBeth. Discuss how it must have felt to be an old, single, poor woman in Shakespeare’s time. 

Ask students if there is an image that the media shows of young people and can they draw/ label it. Ask students whether they think this image is accurate or damaging.

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