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The Tragedy of Julius Caesar
Act I, scenes i, ii, iii
William Shakespeare
260
I.
Goals and Objectives
A.
Appreciate a Shakespearean drama
B.
Describe Shakespeare’s literary accomplishments and explain the
historical significance of his writings
C.
Name and describe elements of plot, and trace their development in
a drama
D.
Recognize and give examples of blank verse
E.
Define and illustrate, with examples, the use of foreshadowing,
irony, and metaphor
II.
Terms to Know
A.
Character
1.
A character
is a person (or sometimes an animal) who figures in the action of a
literary work. Some critics have suggested that Shakespeare's play
ought to be called Brutus instead of Julius Caesar
because Brutus is the play's main character. What is Brutus like?
What motivates him? What conflicting feelings does Brutus have about
Caesar? In what ways is Brutus similar to his namesake, Lucius
Junius Brutus (see the notes on pages 271 and 278)?
a.
Brutus is trusting and well intentioned but confused. He is
motivated by his love for the Roman Republic. Brutus both loves
Caesar and resents him for attempting to become a king. Brutus is
like his namesake, Lucius |unius, in that both were concerned with
supporting a republic as the government of Rome.
i.
Teaching Note:
Students might analyze the characterization techniques Shakespeare
uses to create Brutus. In particular, have students consider
Brutus's words and actions, as well as what other characters say
about him. Refer students to the Handbook of Literary Terms for a
complete definition of characterization.
B.
Plot, Central Conflict, and Inciting Incident
1.
A plot is the series of events in a story or drama. Most plots
involve a central conflict, or struggle, faced by the main
character. The scene that introduces the central conflict is called
the inciting incident. What struggle on the part of Brutus is
introduced in lines 78-89 of Act I, scene ii? Why does Cassius speak
with Brutus in scene ii? What does he decide about Brutus after
speaking with him? What concern about Brutus is voiced by Cinna at
the end of scene iii?
a.
The struggle is between Brutus's love for Caesar and his love for
the Republic. Cassius speaks with Brutus to see if he too is against
Caesar being crowned. Cassius decides he can sway Brutus to oppose
Caesar. Cinna's concern is that "noble Brutus" might not join the
conspirators.
i.
Teaching Note:
Students can begin a story map to trace the plot development of
Julius Caesar. Refer students to the Language Arts Survey, 1.21,
"Story Maps."
C.
Foreshadowing.
1.
Foreshadowing is the act of presenting materials that hint at
events to occur later in a story. What does the soothsayer tell
Caesar in Act I? How does the soothsayer's comment help to build
suspense in the play? What event might that comment foreshadow?
a.
The Soothsayer tells Caesar to "beware the ides of March." The
comment builds suspense because it forces the reader to wonder what
will happen on this date. The comment may foreshadow Caesar's death
on this date.
D.
Mood.
1.
Mood or atmosphere is the emotion created in the reader by part or
all of a literary work. What emotions are created in the audience or
reader by Casca and Cassius's descriptions of the strange
disturbances in nature that have been occurring on the evening of
Caesar's return?
a.
The mood created in the audience is one of apprehension and fear.
III.
Notes
A.
Historical Note
1.
(264) Vesta was the Roman goddess of the hearth. As ancient peoples
lacked ready sources of fire, Vesta, goddess of the ever-burning
hearth fire, was important to both individual households and the
state. Worship of Vesta was popular, involving many rites and a week
of festival. Vesta’s shrine was traditionally circular to symbolize
both the hearth and the shape of early dwellings.
B.
Literary Note
1.
(266) scenes such as Act I, scene i are often referred to as
window scenes in the study of Shakespeare because, like a
window, such scenes allow some light to be shed upon the action of
the play. Window scenes often involve minor characters or commoners
who do not figure in the action of the rest of the play, and these
characters typically comment on the social or political climate in
which the play is situated. Shakespeare frequently uses window
scenes in his histories, although similar scenes appear in his other
works and serve as commentary on characters’ actions and the play’s
events.
C.
Historical Notes
1.
(268) the ides was a specific date that occurred in the middle of
each month of the Roman calendar. In March, May, July, and October,
the ides fell on the fifteenth day of the month. In all other
months, it occurred on the thirteenth day.
2.
(273) The “falling sickness” that Casca and Brutus ascribe to
Caesar is commonly thought to have been epilepsy. Epilepsy is a
common disorder that results from any of a number of conditions that
excessively excite nerve cells of the brain. The symptoms of the
condition can be either mild or serious. That the condition is not
necessarily debilitating is illustrated not only by the great
accomplishments of Caesar but also by those of another famous
historical figure who suffered from bouts of epilepsy, Alfred the
Great.
a.
Since ancient times, the number three has had special meaning. An
Elizabethan audience probably would have recognized the symbolism of
the crown being offered to Caesar three times. Greek philosopher
Pythagoras declared three the perfect number because it symbolizes
the “beginning, middle, and end.” Likewise, both Greek and Roman
mythology are filled with instances of the number three: the three
Fates, the three gods (Zeus, Poseidon, and Hades) who rule the world
, and so on.
D.
Literary Technique
1.
(269) Repetition is the use, again, of a sound, word,
phrase, sentence, or other element. Shakespeare makes use of this
technique in order to emphasize the words of the Soothsayer. “The
ides of March” becomes a phrase that recurs throughout the first
acts of the play. Shakespeare further emphasizes the Soothsayer’s
warning in Act I, scene ii, by having Caesar single out the
Soothsayer for a moment on stage and command him, “Speak one again.”
The repeated warning casts a pall over the action of the play and
alerts the audience to the play’s tragic nature.
2.
(270) A description, one of the modes of writing, presents a
portrayal of a character, an object, or a scene. Descriptions make
use of sensory details—words and phrases that describe how things
look, sound, smell, taste, and feel. Pay close attention to
Cassius’s description of Caesar in lines 110-128. Note what sensory
details Cassius uses to portray Caesar as weak and ineffectual. To
whom does Cassius compare himself in lines 112-115? In what way does
this comparison affect the description of Caesar? Is this a
convincing description of Caesar?
a.
Cassius describes Caesar as “old Anchises,” as “tired,” as having a
fever and shaking, as having “coward lips” and eyes that have lost
their “luster,” and as “a sick girl.” Cassius compares himself to
Aeneas bearing the aged body of Anchises (Caesar). This comparison
of Cassius to a hero like Aeneas is so exaggerated that it throws
doubt upon his description of Caesar. Students may say that they
find the description of Caesar to be exaggerated.
3.
(274) A soliloquy is a speech delivered by a long character
that reveals the speaker’s thoughts and feelings. Inform students
that soliloquies are an essential part of Shakespeare’s plays and,
when coming across a soliloquy, they should be observant of the way
in which the character speaking is further developed.
a.
In lines 316-330, Cassius delivers a soliloquy that reveals
his thoughts and feelings about Brutus. Ask students what Cassius
says he would do if he were in Brutus’s position.
i.
What is revealed about Cassius’s motivation for plotting against
Caesar?
a)
Cassius says that if he were in Brutus’s position, he would not
be persuaded to turn against Caesar.
b)
Cassius reveals that he is motivated by jealousy of Caesar and a
desire to seek revenge for Caesar’s dislike of him (“Caesar doth
bear me hard”).
4.
Motif
a.
A motif
is any element that recurs in one or more works of literature or
art.
b.
The motif of natural disorder runs throughout much of Shakespeare's
work and usually signifies the disorder of the political state.
i.
Students should be informed that when reading Shakespeare, they
should pay close attention to storms or any other disruption in the
natural order as an indication of something being drastically
wrong with the world of men.
5.
Metaphor
a.
A metaphor
is a figure of speech in which one thing is spoken or written about
as if it were another.
b.
This figure of speech invites the reader to make a comparison
between the two things. In lines 104-106, Cassius declares,
i.
"Poor man, I know that [Caesar] would not be a wolf/But that he
sees the Romans are but sheep;/He were no lion, were not Romans
hinds."
c.
To what two things does Cassius compare Caesar?
i.
Cassius compares Caesar to a wolf and a lion.
d.
How are these things alike?
i.
Like a wolf and a lion, Caesar is powerful and to be feared.
e.
To what two things does he compare Romans?
i.
He compares Romans to sheep and hinds, or deer.
f.
How are these things alike?
i.
Like the Romans, sheep and deer are timid creatures; they are
preyed upon by the wolf and lion.
g.
What is the effect of these comparisons?
i.
The effect of the comparisons is to point out Cassius's belief that
Caesar is only assuming the powerful role of king because he senses
that the Romans will not defy him.
6.
Simile
a.
A simile
is a comparison using like or as.
b.
Casca describes Brutus with the following simile: "And that which
would appear offense in us,/His countenance, like richest
alchemy,/Will change to virtue and worthiness."
c.
To what Casca is comparing Brutus's
reputation?
i.
Casca is comparing Brutus's reputation to the "science" of
alchemy, which sought to transform base metals to gold.
d.
Why is Brutus so instrumental to the
conspirators' plot?
i.
Brutus is instrumental to the plot because he is well respected.
IV.
Online links of value:
A.
Literature Network
http://www.online-literature.com/shakespeare/julius_caesar/
B.
Study Questions for
Julius Caesar
C.
Tufts University-General
Criticism
D.
Tufts University-Character
Analysis
E.
Blood Imagery in JC
F.
Sparknotes.com
G.
Bullfinch Mythology
H.
Roman Mythology
V.
Activities
A.
Reader’s Guide
1.
Selection Worksheet, 5.1
B.
Vocabulary from the Text
C.
(267) Arts and Humanities
1.
Research the myths and legends that explain the founding of Rome.
Prepare a brief five minute speech presenting to the class what you
have learned.
Origins of Rome Speech
D.
Research the ancient world’s conception of fate and the depiction
of fate and agents of fate, such as the Furies, in Greek and Roman
mythology. How much free will do men exert over their own destinies?
VI.
Assessments
A.
Selection Check Test, 4.5.1
Selection Test, 4.5.2
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