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Shakespeare, the father of two girls and one boy, wove themes about parent-child relationships into many of his works, including The Merchant of Venice, Henry IV, Hamlet, King Lear, The Winter’s Tale and The Tempest. Through these works, Shakespeare delved deeply into sensitive topics, including expectations parents have for their children; the disappointment parents face when children don’t meet those expectations; love, admiration and conflicts between parents and children; and the loss felt when a child or parent dies.

Many of the parent-child themes that Shakespeare touched upon are believed to have been inspired by his own personal experiences. Shakespeare’s son, Hamnet, died in 1596 at age 11, and Hamnet was the fraternal twin of Shakespeare’s daughter, Judith. King John, believed to have been written around the time of Hamnet’s death, features a mother who is grief-stricken after losing her son. The Tempest, written around the time Shakespeare’s daughter was romantically involved with a man who made another woman pregnant, highlights Prospero’s concerns about the young suitor Ferdinand’s intentions with his daughter, Miranda. In addition, Shakespeare penned plots featuring twins in The Comedy of Errors and Twelfth Night, the latter featuring a pair of fraternal twins—one boy and one girl.

In many of Shakespeare’s works, the parent-child relationships are central to the plot. In Henry IV Part 1 and Henry IV, Part 2, Shakespeare explores the relationship between King Henry IV and Prince Hal, and how it evolves over time. At first, King Henry IV is disappointed with Hal and wishes Harry Hotspur were his son. Hal feels that his father is too strict and prefers to spend time with the fun-loving John Falstaff. However, as time goes on, King Henry IV gains respect for his son and Hal begins to view his father in a more positive light. The father-son relationship changes and becomes stronger, especially after the two unite in the Battle of Shrewsbury to defeat Harry Hotspur and his rebel army. As is illustrated very clearly in Henry IV Parts 1 and 2, the parent-child relationships in Shakespeare’s works are not static and predictable. To the contrary, as in real life, they are complex and usually evolve over time.

1. Using the segments "A Royal Family," "Role Playing in Henry IV," and “The Battle of Shrewsbury,” describe the complex relationship between King Henry IV and Prince Hal and how that relationship evolves over time. Discuss how the relationship between the King and his son changes, and explore how Prince Hal’s attitude towards Falstaff and Henry IV’s relationship with Hotspur also change.

2. Compare and contrast the relationship between Prospero and Miranda with that of King Henry IV and Prince Hal. Describe how other people (for example- Falstaff, Hotspur, and Ferdinand) impact those relationships.

3. Watch the segment "Parenting and Gender Roles in The Tempest." How do you think having a woman play Prospera impacts the relationship between the main character and Miranda?

4. In "Miranda’s Disobedience," Professor Marjorie Garber says "If Miranda didn’t have her moment of disobedience, I would feel much less enthusiastic about her." Why do you think Garber says that? Do you share Garber’s view? Why or why not?

5. Watch the video "A Royal Family," which features excerpts from Henry IV. What are your views about Hal's rebellion against his father? Would your feelings about Hal change if he hadn’t had his season of rebellion? Why or why not?

1. Ask students to reflect on expectations that their parents, teachers and/or other people in their lives have for them (regarding school, extracurricular activities, friends, etc.). Ask them to discuss the expectations and hopes King Henry IV has for Hal, as well as what Prospero wants for Miranda.

2. Ask students to read Hal’s monologue at the end of Act 1, Scene 2 in Henry IV, Part 1, in which he describes his plan to change his ways and become the man his father needs him to be. Then have each student write a personal monologue in which s/he reveals an expectation for his/her own life that others may or may not see at this point in time.

3. Watch the segments “A Royal Family,” “Role Playing in Henry IV,” and “The Battle of Shrewsbury.” Discuss the way in which the relationship between the King and his son evolves over time. Have your students select a character from another Shakespeare play (e.g. Juliet in Romeo and Juliet, Orlando in As You Like It) and analyze three scenes from the play that illustrate that character’s evolution in relationship to a family member.

4. After watching and discussing “Miranda’s Disobedience” with your students, ask them to select a character in a “moment of disobedience” from another Shakespeare play. Act out that scene and discuss and evaluate its implications—for the character and for those around him/her.

5. Watch the video segments in this gallery with your students. Challenge them to compare and contrast the parent-child relationships highlighted in Henry IV and/or The Tempest with those of non-Shakespearean characters from books, movies, television programs and/or other media. Similarly, ask your students to compare moments of disobedience and/or rebellion illustrated in this media gallery with those demonstrated by characters in non-Shakespearean works.