Julius Caesar Curriculum Guide - SUNY Oswego
Design 2011 Scott McKowenJULIUS CAESAR CURRICULUM GUIDE : 2016-17Ian BelknapArtistic DirectorElisa Spencer-KaplanExecutive DirectorBy William ShakespeareDirected by Devin BrainCurriculum Resource GuideBy Paul Michael FontanaAdapted for 2016-17 production by Devin Brain & Lisa GuttingMore resources available online: http://actingcompany.dyndns.orgLogin as a guest, password: CaesarXParental Considerations:Play dramatizing Malcolm X’s final days and assassination, with influence from William Shakespeare's Julius Caesar.Contains explicit racial epithets, strong language and adult themes. Stylized violence, simulated explosions and propguns. Created for mature audiences.
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Director’s NoteBy Devin BrainWith all of Shakespeare’s plays there are linesthat stick with us, haunting our thoughts longafter we see or read the play. The best of themactually change how we think. In Caesar there isone such exchange that still jumps out at me:: CASSIUSHow many ages henceShall this our lofty scene be acted overIn states unborn and accents yet unknown!: BRUTUSHow many times shall Caesar bleed insport,In those lines two men discuss the historicnature of their deed, and certainly the death ofJulius Caesar has resounded through thecenturies. Each age and author views thismoment differently: James Wilkes Booth saw itas a courageous act of patriotism while Dantesaw it as the ultimate betrayal.In those lines above we can see thatShakespeare’s play, The Tragedy of Julius Caesar,is set apart from other accounts because itchallenges the audience to consider the samequestion that characters in the play are grapplingwith again and again:Is Julius Caesar a tyrant or a martyr?In that simple question lies the heart of this play,as the answer determines whether or not themurder of Caesar was a noble act or patriotismor a vile murder. In this play there are no clearheroes or villains, instead, this is a worldpopulated with pragmatic politicians, soldiers,and idealists, each striving to reconcile theirselfish needs, political ideals, and moralobligations. Yet the result of the strugglesbetween these idealistic men is a horrifyingpublic murder, a riot that kills innocents, aviolent coup supported by state-sanctionedmurder of elected officials, and a civil warinvolving almost 40 roman legions (200,000soldiers), and ultimately the death knell of aRepublic and the foundation of an Empire.That is what terrifies me about this play, that itslack of villains is paralleled in its nearlyunimaginable carnage. This is not a play aboutpolitics, it is a play about the moment whenpolitical principals are chosen over the value of ahuman life. It is about the moment when menof power choose to forgo the law, leash violenceto their will, and force the world to conform totheir sense of right and wrong. It is an importantplay because with each moment, the audience isforced to constantly analyze, questioning themorality and necessity of each event. Every timeI have read or seen this play I have struggled topick a side, struggled to decide whom I think is inthe right. I hope that you do the same.Do you think Julius Caesar a tyrant or a martyr?Is Brutus a revolutionary or a murderer? IsAntony a righteous avenger or a murderousdespot? Shakespeare’s brilliance lies in the factthat we learn more by asking the question ofourselves than by being given an answer.Death Knell /’deTH ,nel/The tolling of a bell to mark someone’s death;used to refer to the imminent destruction2orfailure of something.
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Word StormPre-Show ActivityLearning Objective: Studentswill explore various centralideas in Julius Caesar throughword association4. Re-visit the list while readingthe play and before seeing thePerformanceShakespeare’s Julius CaesarPublished for the first time inthe 1623 First Folio, this textis the source of all latereditions of the playDiscussion Questions:1. Write the play’s title “TheTragedy of Julius Caesar” onchart paperWhy did Shakespeare choosethis title?2. As a whole group, brainstormideas, characters, themes,locations, emotions and imagesassociated with the play’s titleHow familiar was Shakespeare’s16th century audience with thestory of Julius Caesar’s life anddeath?3. When possible, group wordstogether according to how theyare related to each otherExplore additional words:Assassination, Tragic Hero,Roman Empire, RomanRepublic, Democracy5XMarcus Brutus has five timesthe number of lines as JuliusCaesarVisual Thinking StrategiesPre-Show ActivityLearning Objective: Studentswill discuss the choices made byartists and designers whocreate works of art, posters andbook covers for Julius Caesar.Examine various visual mediafeaturing Julius Caesar: Script/book covers Theater posters Works of art1. What is going on?2. What do you see that makesyou say that?3. What more can you find?Writing Prompts:What function might the imageshave?What colors are used? Why mightthey have been chosen?www.vtshome.orgJulius Caesar posterexamples from around theworld located in AppendixWhat words or phrases werechosen? Why?What does the image tell youabout the production?3
JULIUS CAESAR CURRICULUM GUIDE : 2016-17SynopsisThe Tragedy of Julius CaesarBy William ShakespeareAct I:Shakespeare’s play begins on the Festival of Lupercal as JuliusCaesar and his forces return to Rome after defeating the armies ofGnaeus Pompeius Magnus, known as Pompey, Caesar’s primarypolitical rival. While Rome is celebrating his triumph, somesenators are worried that Caesar is on the path to becoming a king.Gaius Cassius, a powerful senator, approaches fellow senatorMarcus Brutus, a close friend of Caesar, to elicit support for a conspiracy against Caesar. The discussionbecomes more urgent as Mark Antony offers Caesar a crown three times. They part promising to meet soonand discuss concrete plans.Act II:That night a terrible storm descends on the city; observers describe rains of fire, beasts and dead warriorswalking the streets. Under the storm’s cover, the Conspirators gather and make plans to murder Caesar thefollowing day. Brutus is recruited as their leader and spokesmen, despite his qualms. After a sleepless night,the senators meet Caesar in the morning to ensure he makes his way to the Senate. They find Caesaralready awake, checking the auguries and trying to assuage his wife’s concern for his safety.Act III:As Caesar enters the senate, the Conspirators distract Mark Antony while Caska leads them to gatheraround and stab Caesar. Mark Antony finds them with bloodied hands and arranges to accompany Caesar’sbody, see to his honorable burial and address the gathered funeral crowd. The Conspirators reluctantlyagree, after they leave Mark Antony vows to Caesar’s corpse that his death will be avenged.Act IV:At the funeral Brutus placates the crowd by assuring them of the noble intent behind the assassination.After Brutus leaves, Mark Antony speaks to the crowd and persuades them that Caesar was a generousleader who brought wealth and glory to Rome. The crowd’s resulting rage is so intense that theyimmediately riot, hunting down the Conspirators, burning their homes, and murdering innocents. In theaftermath, Mark Antony, Lepidus, and Octavius Caesar form a new triumvirate and seize control of the city.In the process they murder and execute a large number of the Conspirators as Brutus and Cassius escape toGreece to gather their armed forces.Act V:Months later Brutus and Cassius have taken control of Greece and amassed a significant army; Octaviusand Mark Antony set out to confront them. Both sides struggle with distrust and division amongst theirleaders, but overcome it in the face of the larger battle. At Phillipi, the armies meet and in two decisiveengagements the forces of Cassius and Brutus are defeated. Brutus and Cassius each decide to commitsuicide rather than accept defeat, and Mark Antony and Octavius return to Rome victorious.4
JULIUS CAESAR CURRICULUM GUIDE : 2016-17TIMELINEforJULIUS CAESARONETWOTHREEFOURFIVEDayNightDayNightDayFeb 15, 44 BCMar 14, 44 BCMar 15, 44 BCOct 22, 42 BCOct 23, 42 BCThe Festival ofLupercalThe Day of theAssassinationThe NightBefore theSenate MeetsThe Final Battleof the Civil War.RomeRomeRomeJulius Caesarhas justreturned fromdefeatingPompey in therecent CivilWar.Cassius andBrutus re-unitetheir forcesConspiratorsmurder Caesaron the floor ofthe Senate.Conspiratorsgather tofinalize theplans for JuliusCaesar’sAssassination.Funeral Orationsoccurimmediatelyfollowing themurder out onthe Senate stepsCassius andBrutus unitetheir armies anddiscuss theirstrategy asOctavius andAntony’s forcesare closing in onthem.ContinuousAction3 Years Passed(31 Months)One MonthPassedPhillipi,MacedoniaMacedonia(Greece)The armies ofCassius and Brutusface the armies ofOctavius and MarkAntony, althoughthe battle is closethe Senators loseand they bothcommit suicide.A few hoursPassedMovements: The Three Days in Rome as adapted by Devin BrainONE:TWO:THREE:FOUR:FIVE:HOMECOMING1.i – 1.iiDAY ONESTORM1.iiiNIGHT FALLSCONSPIRACIES1.iii – 2.i -2.ii – 2.iiiNIGHTMOMENT BEFORE2.ivDAWN RISESASSASSINATION3.i – 3.iiDAY TWORIOT3.iii/4.iNIGHT FALLSGHOSTS4.ii – 4.iiiNIGHTBATTLE LINES4.iiiDAWN RISESWAR5.i – 5.ii – 5.iii – 5.iv – 5.vFINAL DAY5
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Insult-building: Text-based ImprovPre-Show ActivityLearning Objective: Studentswill explore William Shakespeare’slanguage by constructing insults1. Give each student a copy of theInsult-building worksheet (inAppendix)2. Review list and discuss anyunfamiliar words3. Construct insults with twoadjectives from Columns 1 &2 anda noun from Column 34. Preface the insult with “Thou”“You blocks, you stones,you worse than senseless things,”Julius Caesar, Act I, scene 1Physical ImprovPre-Show ActivityLearning Objective: Studentswill explore William Shakespeare’slanguage through physicalrepresentation1. Read Act I, scene 2 passagewhere Cassius insults Caesarbehind his back2. Individually or in small groups,students draw an image or createan image with their bodies torepresent the descriptionDiscussion:What is Cassius comparing to thedominance of the giant statue?Why does Cassius describe afearful, exaggerated image ofCaesar to Brutus?TABLEAUXStudents work together to interpret a text or imageusing gesture and body position, then present theirinterpretation as a frozen scene or series of scenes.They can represent people, objects or symbols bycarefully crafting gestures, facial expressions andphysical poses.Give adequate time to plan and rehearse. Studentspresent their scenes while the whole group discusseswhat might be going on. Share the text or image anddiscuss the group’s creative choices.Why, man, he doth bestride the narrow worldLike a Colossus, and we petty menWalk under his huge legs and peep aboutTo find ourselves dishonourable graves.Men at some time are masters of their fates:The fault, dear Brutus, is not in our starsBut in ourselves, that we are underlingsCassius, Julius Caesar, Act I, scene 26
JULIUS CAESAR CURRICULUM GUIDE : 2016-17What is Tragedy?Pre-Show ActivityToday “tragedy” is generallyused to describe horrific andviolent events of greatsuffering: bus crashes, schoolshootings, or the death ofinnocents. In Classicalliterature, the word has a morecomplex meaning.The joke definition of comedyand tragedy in Shakespeare isthat the comedies end with amarriage and the tragedies endwith a death. A joke that holdsa real kernel of truth: thequestion is why?The answer is that thesestories are based on a verysimple structure. At thebeginning of the playsomething is wrong with theworld – something is out oforder. Over the course of thestory the characters struggle toachieve their own ends byordering the world accordingto their needs and desires. Atthe end of the play, a neworder is found.In a comedy that new order isbased in healing the world andbinding people togetherthrough marriage.In a tragedythe new order is found throughsacrifice, generally the death ofthose that are upsetting thebalance.This idea of sacrifice isessential to an understandingof what tragedy means in thisClassical sense.Despite the violence anddeath, a tragedy is not merelyan exploration of suffering orhorror, it is an exploration of theprice we have to pay for safetyand security. In a comedycharacters sacrifice freedomfor happiness. In a tragedy, theworld sacrifices lives to ensurethe safety and happiness of thegroup.Who is sacrificed in JuliusCaesar?Does that sacrifice fix theworld?7
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Mapping: The Roman EmpirePre-Show ActivityLearning Objective: Studentswill compare maps of modernEurope and the Roman Empireto explore Shakespeare’ssetting choicesDiscussion:In 44 BC, Rome was thecenter of an empire stretchingfrom Britain to North Africa,Persia to Spain. Locate theseregions on the modern mapIs the Rome in Julius Caesar areal place or a fictional one?Did he use his imagination to make some details up?How did Shakespeare learnabout cities he never visited?How would this play be different if it was set in the BritishEmpire, Austro-Hungarian Empire, Qing Dynasty or theNew World of the Americas?AssassinationPre-Show ActivityThe first use of “assassination” in a written text is in Shakespeare’sMacbeth, though the root of the word may be based in the Arabicword: Hashishin. A name associated with a small sect of ShiiteIslamic warriors originating in the 9th century AD in Persia. ThisOrder of Assassins (properly known as Nizari Ismailis) lacked theforces to wage war on its rivals (both the armies of the First Crusadeand other Persian lords), so instead it sent single warriors trained incombat and stealth to kill its enemies’ leaders. There are manymyths and folktales surrounding these men, and little concreteevidence due to the destruction of all their records when theMongols destroyed their fortress in the 13th century AD. We doknow that for over 300 years both Crusaders and Islamic lords fearedthe Assassins, enough that their name became a permanent part ofmany languages.In popular usage today, assassination refers to any public murder ofan important or famous figure, generally with connotations ofpolitical or religious motivation. While the word assassin has cometo mean any hired or professional killer.Discussion:Julius Caesar is one of themost famous assassinationsin all of history. Name otherfamous assassinations,compare and contrast theconsequences anddevastation of each.As the word “assassination”has evolved, were the menwho killed Caesar assassinsin the contemporary use ofthe word? Were theyassassins in relation to theword’s origins?
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Comparing Republican GovernmentsPre-Show ActivityRoman RepublicUSAExecutiveConsuls (2), elected by the assemblyfor one year – chief executives of theGovernment and commanders-in-chiefof the army.A president, elected by a majorityelectoral college for four years – thepopular vote does not determine thewinner – chief executive of thegovernment and commander-in-chiefof the armyLegislativeSenate of 300 members, chosen fromaristocracy for life – controls foreignand financial policies, advises consuls.Senate of 100 members, elected by thepeople for six-year terms – makes laws,advises president on foreign policy.Pleabian Council Centuriate Assembly, all citizensoldiers are members for life – selectsconsuls, makes laws (The Legions).House of Representatives of 435members, elected by the people fortwo-year terms – makes laws,originates revenue bills. Tribal Assembly, citizens groupedaccording to where they live aremembers for life – elects tribunes andmakes laws (Roman Families).JudicialPraetors, eight judges chosen for oneyear by Centuriate Assembly – twooversee civil and criminal courts (theothers govern provinces).Supreme Court, nine justices appointedfor life by a president – highest court,hears civil and criminal appeals cases.Legal CodeTwelve Tables – a list of rules that werethe basis of the Roman legal systemU.S. Constitution – basic law of theUnited StatesCitizenshipAll male landownersAll native-born or naturalized personsClass SystemPatrician, Equite, Plebian, Freeman,SlaveUpper class, middle class, lower class,poverty, below povertyDefine Dictator, ImperatorPatircian, Equite, Plebian, Freeman, Slave9
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Roman Politics / U.S. PoliticsPost-Show ActivityLearning Objective: Studentswill discuss the director’s visionand write an analysis of thedirector’s choicesDiscussionAfter seeing Julius Caesar,discuss Director Devin Brain’sdecisions on where and whenthe production is set.Is the Company trying to make astatement through the castingchoices?Were there moments of stagingthat felt like they were drawingparallels between Ancient Romeand Contemporary America?Exercise:After seeing the production,ask the students to read thedirector’s statement andwrite a paragraph abouthow the choices of thedirector and designersinfluenced theirunderstanding ofShakespeare’s play.Was it set in Ancient Rome?Was there anything specificabout casting that you noticed?10
JULIUS CAESAR CURRICULUM GUIDE : 2016-17A Roman NameEach Roman name had three parts:Pronomen:Nomen:Cognomen:Personal NameFamily / Tribe / Clan NameAn Assumed name, can be given for specific acts or passed down to delineate abranch of a larger family. People could have multiple Cognomens, and in fact atthe end of the republic some men had between one and four cognomens.Gaius Julius Caesar (can be thought of as: Gaius Julius the Caesar)Gaius:Julius:Caesar:Common Personal NameHe was a member of the Julia familyA word likely derived from an archaic word for Elephant. After the transition toEmpire and the Deification of Julius Caesar, this name become synonymouswith Imperator.Gnaeus Pompeius MagnusGnaeus:Personal NamePompeius:His family nameMagnus:The Great given to him for his position as Rome’s pre-eminent general beforethe rise of Caesar.Marcus Junius Brutus MinorMarcus:Junius:Brutus:Minor:Common Personal NameHe was a member of the Junius Tribe (who claimed descent from Juno)Family Cognomen meaning “heavy”Cognomen meaning: The YoungerOther Roman Names to think about:Marcus AntoniusGaius Octavius CaesarGaius Cassius LonginusPublius Servilius Casca Longus11
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Characters in Julius CaesarPost-Show ActivityLearning Objective: Students will learn aboutcharacters in the play and makeassumptions based on their names1.Write the list of characters on the board2.Read through each name as thoughyou’ve never heard anything about thecharacter3.Discuss what each name makes you feelabout them4.Play with different ways of saying eachname – what consonants and vowels arestressed?List of CharactersJulius CaesarCalpurniaOctavius CaesarMark AnthonyLepidusPubliusPopilus LenaMarcus BrutusPortiaCaius CassiusCascaTreboniusDecius BrutusMetellus CimberFlavius & MarullusArtemedorius, the SoothsayerCinna the PoetTitinius, Messala, VoluminiusLucius, servant to BrutusCarpenter & CobblerCitizens12
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Julius CaesarDictator of RomeROMAN CONSULSSenator / ConsulConqueror of GaulMarcus Junius BrutusSenator / PraetorFormer Governor of GaulBrother-in-Law to CassiusCousin to CaesarDecius Junius BrutusSenator / PraetorConspiratorDistant Cousin of CaesarAdmiral for CaesarCaius Cassius LonginusSenatorBrother-in-Law to BrutusGaius TreboniusSenatorConspiratorOld Comrade of Caesar& AntonyMark AntonyGeneral for Caesar inboth Gaul and Civil WarSenator / ConsulLucius Cornelius CinnaSenator / PraetorConspiratorCitizensCalpurnia Lucionis3rd Wife of JuliusCaesarPortia Catonis2nd Wife of BrutusDaughter of Cato(Caesar’s longtimerival)ROMAN SENATEMetellus CimberSenator / PraetorGovernor of PontusGaius OctaviusCaesarNephew andAdopted Son ofJulius Caesar1st Emperor of RomePublius Servillius CascaSenatorConspiratorSoothsayerSpurinnaEtruscan HaruspexSingerVoice of the GodsCharacters in Julius CaesarShakespeare’s uncut text includes over 45 speaking roles (not including Messengers, Servants, Senators,Attendants, and Plebeians). Below are some of the main roles in The Acting Company’s production ofJulius Caesar.CAESAR’S SUPPORTERS:JULIUS CAESAR, Tribune and Dictator of RomeCALPURNIA, Wife of Julius CaesarOCTAVIUS CAESAR, Adopted son of JuliusMARK ANTONY, General and Friend of CaesarLEPIDUS, Triumvir after Caesar’s DeathTHE LIBERATION’S ARMY: Officers in Brutus’ArmyTITINIUSLUCILIUSPINDARUSMESSALABRUTUS HOUSEHOLD:MARCUS BRUTUS, Senator and Conspirator againstCaesarPORTIA, Wife of BrutusLUCIUS, Brutus’ Servant and Officer in Brutus’ ArmyTHE PEOPLE:SOOTHSAYERCINNA the POETCAESAR’S SERVANTCOBBLER and CARPENTERCITIZENS ONE, TWO, THREE, FOURMURRELLUS and FLAVIUS, Tribunes of RomeTHE CONSPIRATORS: Senators and Conspiratorsagainst CaesarCAIUS CASSIUS, DECIUS BRUTUS, CASKA, METELLUSCIMBER, CINNA, TREBONIUS13
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Casting Schemeas adapted by Devin BrainThe Acting Company 2016-17 ProductionEven with the reduced cast list above, the Acting Company is not touring with 29 actors, so most of ourensemble with be playing multiple roles. Not uncommon, Shakespeare’s company at the Globe isgenerally considered to have been only a little bit larger than our ten-person ensemble. Shakespeare’scompany would have used boys to play all of the women’s roles.Determining how the doubling will work is one of the biggest choices a Director will make inShakespeare. Why does this doubling works the way it does?Below is the Character List from The Acting Company’s rehearsal draft. Each number represents anactor, and to the right are all the roles that he / she will TEN:JULIUS CAESARThe Dead: Soldiers, Plebeians, Etc.MARK ANTONY, General and Friend of CaesarThe Dead: Soldiers, Plebeians, Etc.MARCUS BRUTUS, conspirator against CaesarThe Dead: Soldiers, Plebeians, Etc.CAIUS CASSIUS, conspirator against CaesarCITIZEN SEVENThe Dead: Soldiers, Plebeians, Etc.OCTAVIUS CAESAR, adopted son of JuliusDECIUS BRUTUS, conspirator against CaesarCITIZEN TWOThe Dead: Soldiers, Plebeians, etc.CASKA, conspirator against CaesarCITIZEN FIVETITINIUS, officer in Brutus’ ArmyThe Dead: Soldiers, Plebeians, etc.PORTIA, wife of BrutusMETELLUS CIMBER, conspirator against CaesarCITIZEN FOURLUCIUS, Brutus’ Servant and Officer in Brutus’ ArmyThe Dead: Soldiers, Plebeians, etc.CALPURNIA, wife of Julius CaesarCINNA, conspirator against CaesarCITIZEN ONELUCILIUS, officer in Brutus’ ArmyThe Dead: Soldiers, Plebeians, etc.SOOTHSAYER / POETCITIZEN SIXPINDARUS, officer in Brutus’ ArmyThe Dead: Soldiers, Plebeians, etc.SINGER, soothsayer’s voiceTREBONIUS, conspirator against CaesarCITIZEN THREEMESSALA, officer in Brutus’ Army14
Artwork Courtesy of The New Victory TheaterJULIUS CAESAR CURRICULUM GUIDE : 2016-17Choral Passage: Act III, scene 1Pre-Show ActivityLearning Objective: Students willexamine a passage from Julius Caesarand perform it in the style of a choralreadingExtensions:Exercise:1. Using The Acting Company’s cuttingof Brutus’ speech to Caesar’s corpse(Act III, scene 1, on the following pageand in the Appendix)Add rhythmic or musicalaccompaniment2. Practice the passage and adapt thecutting as you and the students see fitExercise Two:1. Challenge students to create achoral reading from other parts ofthe play or other pieces ofliterature – prose or verse – in thecurriculum3. Organically connect to the ideas andrhythms of the passageAdd physical movement orgesturesOr, just let it be words15
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Choral Passage: Act III, scene 1Pre-Show ActivityThe following speech is delivered by Mark Antony as he sits alone with Julius Caesar’s corpse. In TheActing Company’s production it becomes a refrain, a choral reminder, of the realities of war. This exerciseexplores the speech as a choral arrangement.GROUP 1:O, pardon me, thou bleeding piece of earth,That I am meek and gentle with these butchers!GROUP 2:Thou art the ruins of the noblest manThat ever lived in the tide of times.SOLO 1:Woe to the hand that shed this costly blood!GROUP 1:Over thy wounds now do I prophesy—GROUP 2:Which, like dumb mouths, do open their ruby lips,To beg the voice and utterance of my tongue—GROUP 1:A curse shall light upon the limbs of men;GROUP 2:Domestic fury and fierce civil strifeShall cumber all the parts of Italy;GROUP 1:Blood and destruction shall be so in use,ALL:And dreadful objects so familiar,GROUP 1:That mothers shall but smile when they beholdTheir infants quarter'd with the hands of war;GROUP 2:All pity choked with custom of fell deeds.SOLO 2:And Caesar's spirit, ranging for revenge,SOLO 3:With Ate by his side come hot from hell,SOLO 4:Shall in these confines with a monarch's voiceCryALL:SOLO 4:‘Havoc,'and let slip the dogs of war;GROUP 1:That this foul deed shall smell above the earthGROUP 2:With carrion men, groaning for burial.16
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Rhetorical Analysis: Prose vs. VersePre-Show ActivityLearning Objective: Students will discover the differencebetween prose and verse while learning relevant literaryterms and figures of speech.Prose /prōz/Written or spoken languagein its ordinary form, withoutmetrical structureThroughout his plays, Shakespeare exploits verse and prose with dramatic purpose. Thefollowing speech is delivered by Marcus Brutus to the plebeians in prose, or common language.Brutus and other characters of high-status typically speak in verse.In the speech below, Brutus is speaking in prose, perhaps, because he’s speaking to thepeople coldly and logically. Compare and contrast with Mark Antony’s funeral speech inimpassioned (and manipulative) verse.Romans, countrymen, and lovers! hear me for mycause, and be silent, that you may hear: believe mefor mine honour, and have respect to mine honour, thatyou may believe: censure me in your wisdom, andawake your senses, that you may the better judge.If there be any in this assembly, any dear friend ofCaesar's, to him I say, that Brutus' love to Caesarwas no less than his. If then that friend demandwhy Brutus rose against Caesar, this is my answer:--Not that I loved Caesar less, but that I lovedRome more. Had you rather Caesar were living anddie all slaves, than that Caesar were dead, to liveall free men? As Caesar loved me, I weep for him;as he was fortunate, I rejoice at it; as he wasvaliant, I honour him: but, as he was ambitious, Islew him. There is tears for his love; joy for hisfortune; honour for his valour; and death for hisambition. Who is here so base that would be abondman? If any, speak; for him have I offended.Who is here so rude that would not be a Roman?If any, speak; for him have I offended. Who is here sovile that will not love his country? If any, speak;for him have I offended. I pause for a reply.Brutus, Julius Caesar, Act III, scene 217
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Rhetorical Analysis: VerseVerse /vərs/Pre-Show ActivityLearning Objective: Students will gain an understanding ofthe placement of the stress and the importance meterplays in the performance.Writing arranged with ametrical rhythm, typicallyhaving a rhymeVERSE: Shakespeare wrote most of the verse in his plays in IAMBIC PENTAMETER, a line ofpoetry consisting of ten syllables per line having five metrical feet, each metrical foot havingtwo syllables – one unstressed and one stressed syllable.Activity:1. Place 5 pairs of chairs (iambs) in a one longrow ( one extra chair for feminine endings)2. 10 or 11 student volunteers line up in frontof the chairs3. Read a line of verse from the list below tothe class, ask them to repeat the line4. Assign one syllable (or beat) of the line toeach student volunteer from right to left7. Students say their syllables again with greateremphasis placed on the standing “stressed”syllables8. Say only the sitting “unstressed” syllables:discuss the possible meaning from them – notethe parts of speech (pronouns, conjunctions,articles, prepositions)5. Students practice saying the line in order9. Say only the standing “stressed” syllables:discuss the possible meaning from thesestresses – note the parts of speech (nouns andActive verbs)6. Ask “unstressed” syllables to sit down,with “stressed” syllables standing10. Ask students to select lines of verse fromJulius Caesar to tryToMORrow AND toMORrow AND tomorrow [feminine ending—anextra unstressed syllable at the end of a line](more and more and more) – MacbethWith LOVE’S light WINGS did I o’er PERCH these WALLS(Love’s wings I perch walls) – Romeo and JulietTo BE or NOT to BE that IS the QUESTion [feminine ending](be not be is quest) – HamletYou BLOCKS, you STONES, you WORSE than SENSEless THINGS(blocks stones worse sense things) – Julius Caesar18
JULIUS CAESAR CURRICULUM GUIDE : 2016-17Rhetorical Analysis: Prose vs. VersePre-Show ActivityLearning Objective: Students will gain an understanding ofthe placement of the stress and the importance meterplays in the performance.Verse /vərs/Writing arranged with ametrical rhythm, typicallyhaving a rhymeFRIENDS, Romans, COUNTryMEN, LEND me your EARS;I COME to BUry CAEsar, NOT to PRAISE him.The EVIL THAT men DO lives AFTer THEM;The GOOD is OFT inTERred WITH their BONES;So LET it BE with CAEsar. The NOble BRUtusHath TOLD you CAEsar WAS amBItiOUS:If IT were SO, it WAS a GRIEvous FAULT,And GRIEvousLY hath CAEsar ANswer'd IT.Here, UNder LEAVE of BRUtus AND the REST—For BRUtus IS an HONourABle MAN;So ARE they ALL, all HONourABle MEN—Come I to SPEAK in CAEsar's FUNerAL.He WAS my FRIEND, FAITHful and JUST to ME:But BRUtus SAYS he WAS amBItioUS;And BRUtus IS an HONourABle MAN.He hath brought many captives home to RomeExercise: Invite yourWhose ransoms did the general coffers fill:students to discover theDid this in Caesar seem ambitious?When that the poor have cried, Caesar hath wept: stressed and unstressedAmbition should be made of sterner stuff:s
Julius Caesar has resounded through the centuries. Each age and author views this moment differently: James Wilkes Booth saw it as a courageous act of patriotism while Dante saw it as the ultimate betrayal. In those lines above we can see that Shakespeare’s play, The Tragedy of Julius Cae
CAESAR Calphurnia! CAESAR Calphurnia! CASCA Peace, ho! Caesar speaks. CASCA Quiet! Caesar's talking. CAESAR Calphurnia! CAESAR Calphurnia! CALPHURNIA Here, my lord. CALPHURNIA I'm here, my lord. 5 CAESAR Stand you directly in Antonius' way When he doth run his course. —Antonius! CAESAR
Calpurnia, Julius Caesar’s wife. Octavius, Julius Caesar’s great nephew and adopted son. A politician after Caesar’s death. Mark Antony, a Roman general, politician, and supporter of Julius Caesar. Lepidus, a Roman military leader, politician, and supporter of Julius Caesar. Conspirato
The Tragedy of Julius Caesar is the tragic true story of the betrayal and assassination of Roman ruler Julius Caesar in 44 b.c. After successfully conquering much of the ancient world, Caesar is invited to lead the Roman Empire. Cassius and other members of the Roman senate fear that Caesar will become a power-hungry dictator. They
The Tragedy of Julius Caesar Story Summary The Tragedy of Julius Caesar is the tragic true . Caesar is invited to lead the Roman Empire. Cassius and other members of the Roman senate fear that Caesar will become a power-hungry dictator. They decide Caesar must be stopped. They enlist Caesa
Culinary Arts (AOS). 40 Culinary Arts: Baking, Production and . New York Institute of Technology Niagara University Ohio State University . SUNY Cortland SUNY Empire State College SUNY ESF SUNY Fredonia SUNY Geneseo SUNY Institute of Technology SUNY Old Westbury SUNY Oneonta
Julius Caesar Study Guide Setting: Ancient Rome 44 B.C. The play takes place before Rome developed into an empire. Julius Caesar has just defeated Pompeii after a long civil war. He returns to Rome triumphantly and is in a position to take power. Some people are concerned because dictators have taken power before. Characters: Julius Caesar Although
Study Guide: Julius Caesar Act I Scene ii 1. What does Caesar tell Antony to do to Calpurnia? Why? 2. What warning does the soothsayer give Caesar? 3. What does Marcus Brutus think about Caesar? What does he think about Caesar’s rise to power? Support your answers with lines from the play. 4.
TouchCast // Julius Caesar Lesson Plan Overview This lesson plan is about Julius Caesar and the question of why it is relevant to study Julius Caesar today. This question will be introduced to students via TouchCast by the teacher. Then, the students will create their own modern versions of Julius Caesar and will reenact a scene using TouchCast.
