julius caesar final project list

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					The Julius Caesar Final Project
             March (3) + 15th (15) + Death in (44) BC + (8) Conspirators =

                   70 points – Due Tues, April 26th

1. Grab a partner and re-enact the Brutus/Portia (Act II, scene 1), the Caesar/Calphurnia (Act II,
   scene 2), OR the Brutus/Cassius (Act I, scene 2) dialogue LIVE in front of the class.
         Intelligences: Linguistic, Bodily-Kinesthetic, Interpersonal
2. As mentioned, Mean Girls is an adaption of Julius Caesar. Get in a group of 3-4 people and
   create a modern day adaption of ONE scene from Caesar. Re-write the script using today’s
   language and perform the scene in front of the class. You may use your scripts while performing.
   Record your scene and edit it for bonus points.
         Intelligences: Linguistic, Bodily-Kinesthetic, Interpersonal
3. Media Connection Presentation – Take any movie that shares similar themes to Julius Caesar
   and make a presentation on the comparisons between the two texts. Presentation must include:
        a. What You Learned – Character, Theme, Scene from the Play
        b. The Connection
        c. What You Learned by making the connection – Something you didn’t know before that
            you learned while researching the connection
         Intelligences: Linguistic, Intrapersonal, Spatial
4. Julius Caesar Soundtrack – Create a soundtrack for the novel with an album cover and linear
   notes that include the track listings with short explanations as to why the song connects with
   the play.
         Intelligences: Musical, Intrapersonal
5. Create a theme collage. Choose one of the 11 themes on the board and create an 8 x 10 collage
   using pictures, words, and quotes. This can be created with cutting and pasting or on the
   computer. Once finished, write a page essay explaining the development of the collage.
         Intelligences: Spatial, Intrapersonal, Linguistic
6. Billboard – Suppose there were billboards in ancient Rome. To show their support upon
   Caesar's return to Rome, a citizens' commission might decide to put up a billboard. What would
   it say? What images would the billboard show? Using Microsoft Publisher, Microsoft Word,
   etc., design such a billboard. Remember that it is funded by ordinary citizens and is intended to
   "advertise" their support for Caesar.
         Intelligences: Interpersonal, Spatial
7. Roman Food – Use the Internet to research food in Julius Caesar's day. Plan a menu or cook an
   item for the class, after giving background information on the food and drink of the day.
         Intelligences: Naturalistic, Bodily-Kinesthetic
8. Tech – The “Caesar” coin is a popular piece of Roman history. Do you consider yourself good at
   metal shop? If so, create a Caesar coin from scratch; front and back. I’m looking for attention to
   detail. Do research online to find out what the coin looks like. Once finished, write a page essay
   about the experience (what was the hardest/easiest thing to do, who helped you, etc.)
9. Write a song. Write a song or rap about Julius Caesar and perform it in front of the class OR
    record it and create a music video. It can be an original song or a parody of a popular song.
          Intelligences: Linguistic, Musical
10. Painting – The scene of Caesar’s assassination has been painted many, many times. For you
    artistic students out there, paint at least an 8 x 10 picture of what you think the assassination
    looked like.
          Intelligences: Spatial, Intrapersonal
11. Theme Park: Create a theme park based on Julius Caesar!! Park project needs to include the
    following:

         Name of park                                             Cost of admission
         At least 5 main attractions                              Restaurants and other
         Location of park                                            amenities
    Put all of this information into a brochure (use Microsoft Publisher for this). Brochure must have
    three parts and be doubled-sided. Include a map of the park on your brochure.
         Intelligences: Intrapersonal, Spatial

12. Classic Two-Page Essay – Choose one of the prompts below and write a 2-page essay responding
    to it. Be sure to include textual evidence, quotes, and a strong thesis statement.
          Intelligences: Intrapersonal, Spatial
        1)   Consider Brutus’s actions. Is he right to join the conspiracy against Caesar? What are his
             reasons? Does he choose to join the conspiracy, or is he tricked by Cassius? How do
             Cassius’s motivations compare to Brutus’s? Are they more noble or less noble?
        2)   Julius Caesar, a play about statehood and leadership, is one of the most quoted of
             Shakespeare’s plays in modern-day political speeches. Why do you think this play about
             conspiracy and assassination might appeal to politicians today? Also, discuss how this play
             might have been a reflection on Elizabethan politics, keeping in mind that Queen Elizabeth,
             like Caesar, was an aging, heirless leader.
        3)   Discuss friendship in the play. Consider Caesar and Brutus, Caesar and Antony, Brutus and
             Cassius, Antony and Octavius, or any other pairings. Are these true friendships or merely
             political alliances forged for the sake of convenience and self-preservation? How do they
             compare with the heterosexual relationships in the play—the relations between husbands and
             wives? Are they more profound or less profound, more revealing or less revealing of their
             participants’ characters?
        4)   Who is the protagonist in this play? Is it Caesar, who dies well before the end but whose
             power and name continue on? Or is it Brutus, the noble man who falls because of his tragic
             flaws?
        5)   Discuss inflexibility in this play, focusing on Caesar and Brutus. How is each man inflexible? Is
             this rigidity an admirable trait or a flaw? Do the rewards of this rigidity outweigh the
             consequences, or vice versa?

				
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