...Julius Caesar Character Analysis Written around the year 1599, The Tragedy of Julius Caesar written by William Shakespeare, was based on the Roman philosopher Plutarch’s biographies of the hoary Greek and Roman rulers, Julius Caesar, Octavius Brutus, and Marc Anthony. The role and personality of Julius Caesar in the written play was greatly determined in an indirect manner. Julius Caesar is immanently the disputed protagonist who remains a flat character throughout the play; a self-aggrandizing character that is wished death upon. His constant demands and braggart remarks about himself gave him a very egotistical perception. He was plotted against behind his back by people he called his friends, and was eventually stabbed to death on the Ides of March, or on the 15th of March, ironically, in front of the Theatre of Pompey. Julius Caesar often allowed his dignity to get in his way, which strongly made him look very preposterous and moronic. Caesar thought very highly of himself and had a very prominent perspective of himself. Subsequently defeating Pompey, a Roman politician and general, he boastfully returns back to Rome, being greeted by enjoying the show of pomp. After being demanded by Caesar, Marc Antony responded to Caesar saying, “When Caesar says “Do this,” it is performed.” (23.) Marc Antony generates the idea of Caesar being like a God; he’s treated like a deity and Marc follows all his commands and demands as if he’s a slave. Caesar is perceived as a very valiant...
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...SPEECHES: Brutus vs Antony Julius Caesar: Act 3, Scene 2 Caesar’s funeral is a key point in the play and is dominated by long speeches by Brutus and Antony. Because the speeches are long and challenging, it is best to view, re-view, read, and analyze. Paraphrasing - Brutus’ Speech Paraphrase Brutus’ speech at Caesar’s funeral. In this speech, Brutus explains why he had to kill Caesar. He quickly convinces the people that he did the right and honorable thing. • View and read Brutus’ speech • Discuss the main ideas that Brutus tries to convey • Paraphrase the speech (put into your own words) • You will be graded on your accuracy and thoroughness of your translatioN Paragraph - Antony’s Speech Explain what makes Marc Antony’s speech...
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...A STUDY OF FULVIA by Allison Jean Weir A thesis submitted to the Department of Classics In conformity with the requirements for The degree of Master of Arts Queen’s University Kingston, Ontario, Canada December 2007 copyright © Allison Jean Weir 2007 Abstract Who was Fulvia? Was she the politically aggressive and dominating wife of Mark Antony as Cicero and Plutarch describe her? Or was she a loyal mother and wife, as Asconius and Appian suggest? These contrasting accounts in the ancient sources warrant further investigation. This thesis seeks to explore the nature of Fulvia’s role in history to the extent that the evidence permits. Fulvia is most famous for her activities during Antony’s consulship (44 BC) and his brother Lucius Antonius’ struggle against C. Octavian in the Perusine War (41-40 BC). But there is a discrepancy among the authors as to what extent she was actually involved. Cicero, Octavian and Antony, who were all key players in events, provide their own particular versions of what occurred. Later authors, such as Appian and Dio, may have been influenced by these earlier, hostile accounts of Fulvia. This is the first study in English to make use of all the available evidence, both literary and material, pertaining to Fulvia. Modern scholarship has a tendency to concentrate almost exclusively on events towards the end of Fulvia’s life, in particular the Perusine War, about which the evidence is much more abundant in later sources such as Appian and...
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...Introduction Creating an effective scheme of work, less than a term into a teaching career, was certainly daunting. Given the complexities of planning for a single lesson – taking into account a long and growing list of factors ‘from provision to pupils with SEN’ to the ‘literacy objective’ that considerably lengthen every written plan – the hurdles to overcome when planning for an 8-week scheme would surely but multiply. While the freedom at my fingertips was invigorating, there was the gnawing sense that failure to grasp the key issues involved would lead to the teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate...
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