JULIUS CAESAR
A Study in Political Assassination
Ms. Bell
11th Grade English
The
Introduction
Political Assassination can lead to civil war,
anarchy, death and destruction.
“Upon what meat doth this our
Caesar feed, that he is grown so great.”
This was Shakespeare’s interpretation for the downfall
and assassination of the first Roman Emperor, Julius Caesar.
Like Caesar, tragic heroes are characters whose basic
goodness and Superiority is marred by a tragic flaw. This fatal error in
judgment can lead to the hero’s downfall. History has proven that political
assassination can lead to anarchy, civil war and revolution. This was the case
in
In the year 44 BC the emperor Julius Caesar was
assassinated.
You now have the opportunity to look through an
historical lens at ancient
TASK
Each group will prepare a FIVE-MINUTE oral report that
includes a PowerPoint presentation of a minimum of 10 slides
As a final summary, each group member will prepare
five page type-written report using MS Word. You should include illustrations,
graphs, charts or other graphics to enhance your report.
PROCESS
You are going to work in groups of five to develop a
report to be presented at the world conference on assassination.
Below are the roles for each member of the group:
Group Leader-coordinate
all group activities
Recorder-will be
responsible for taking notes and organizing the power point presentation.
Presenter-will
present the findings of the “World Conference” The presenter will direct the
oral presentation assigning roles to the group participants
Editor-This group
member will check all written and oral reports for grammar and English
mechanics
PowerPoint Creator-This group
member will construct the 10 slide minimum power point using the six steps of
the Public Policy Analyst. There will be at least ONE slide per PPA step
Clicking on one of the links below (in
the blue font) you will have access to the PPA worksheet. The worksheets must
be completed in order. You will visit the websites given in the “resource”
section of the web quest to gather information about the problem of political
assassination. The websites you visit will provide information that you will
use (cite) in your paper. When you use information from websites, you have to
make sure your reader knows where you got the information and to give the
credit where credit is due.
Clicking here will tell you how to
do this. We will also review this in class. I have provided some websites for
you. In addition, you may find up to four other websites, not given in the
resources list below.
Using
the “resources” complete all six worksheets in your groups. You will then use
these worksheets to complete the three products assigned in the task.
Organizing
Ideas/Worksheets
1.
Identifying the
Problem, and Worksheet #1
2.
Gathering Evidence,
and Worksheet # 2
3.
Identify Causes of
the problem, and Worksheet # 3
4.
Evaluate the Policy,
and Worksheet #4
5.
Develop a solution
to the Problem, Worksheet #5
6.
Selecting the Best
Solution, and Worksheet #6
Resources
GENERAL WEBSITES
SPECIFIC WEBSITES
http://www.eyewitnesstohistory.com/caesar2.htm
http://ancienthistory.about.com/od/caesar/
http://en.wikipedia.org/wiki/Julius_Caesar
Evaluation
|
|
4 |
3 |
2 |
1 |
|
|
PPA Policy Followed |
All
questions were answered completely and rationales for the answers were
clearly stated. |
All questions
were answered completely, but rationales for the all the answers were not clearly
stated. |
Not all
questions were answered completely, or greater than 2 rationales for the all
answers were not clearly stated. |
All
questions were not answered completely. |
____ |
|
Power Point Presentation |
- Clear and full presentation of material (10 slides) - Shows sophisticated control of elements of power point
program - Demonstrates full control of language conventions |
- Clear presentation of material (10 slides) - Shows control of elements of power point program - Demonstrates control of language conventions with very
few mistakes |
- Basic presentation of material (less than 4,5 slides) - Basic control of elements of power point program - Some errors in language conventions get in way of
presentation |
- Insufficient and/or unclear presentation of material -
Little control of power point program - Significant errors in language conventions which get in
way of presentation |
____ |
|
Process: Teamwork |
It is
evident that a mutual effort and cohesive unit created the final product. |
The team
worked well together, but could have utilized each other's skills to a better
degree. |
The team had
problems working together. Little collaboration occurred. |
The final
product is not the result of a collaborative effort. The group showed no
evidence of collaboration. |
____ |
|
Process: Originality |
The ideas expressed by the body of work demonstrate
a high degree of originality. |
The ideas expressed by the body of work are mostly
original. |
The ideas expressed by the body of work demonstrate
lack of originality. |
There were no original ideas expressed in this
project. |
|
GRADING
RANGE:
“A”= 18-20 “B”=14-17 “C”= 11-13 “F”=below 11 points
CONCLUSION
At the end of doing this web quest you will have
learned how to use the Public Policy Analyst to evaluate historical events.
Moreover, you have learned how to become a public policy creator by using the
six steps of the PPA. You have also learned the end results of political
assassination using Julius Caesar as a model.
Thanks for your participation.
STANDARDS
ADDRESSED
This Web Quest addresses the following English Language Arts and
Social Studies Standards:
Standard 1: Language for
Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for
Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for
Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for
Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Social Studies
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 5: Civics,
Citizenship, and Government
Students will use a variety of intellectual skills to
demonstrate their understanding of the necessity for establishing governments;
the governmental system of the