EDUC4136 A1b: HSC Depth Study 2. Unit Overview

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Part III Personalities in Their Times

Option K Rome: Julius Caesar

Unit Rationale Julius Caesar, the equally famous and infamous character of Ancient Rome. This unit provides

the opportunity for students to learn about him as a personality in the context of his time.

The story of his life and the transition of Rome from Republic to Empire are inseparable, and

this unit of work ideally accompanies study of Part IV - Historical Periods when Option P

Rome: The fall of the Republic AD 78-31 BC.

This unit is, however, designed to be studied independently, for a six week duration during

the Higher School Certificate (HSC) year of study.

Part III of the NSW Ancient History HSC course (Personalities in Their Times) constitutes 25%

of the course time and 25 of the 100 marks in the HSC examination. This unit of work

dedicates time to be HSC exam practice and revision as a weekly practice in addition to three

short assessable writing tasks. This ensures that students not only gain a holistic

understanding of Julius Caesar through an in-depth study of him within in the context of his

time; they also are prepared for the situation in which they will be applying this knowledge:

the HSC Examination in Ancient History.

Within the structure of the HSC program that this unit is designed for, term 3 of the HSC

year consists only of minor assessment designed to support student preparation for the HSC

in term 4. This is achieved through consistent writing practice tasks that have been running

since term 1 of the HSC year. By term 3, there should be 4 of these tasks remaining. During

the study of this Julius Caesar unit 3 such tasks are to be completed in the format of the

personality question of the HSC; two components of 10 and 15 marks, respectively.

It is suggested that this be not the only writing practice the students participate in during

this unit of work. Additional to these tasks, the teaching and learning activities suggested in

this unit plan allow for writing opportunities while also keeping the learning interactive,

variable and engaging.

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan 2. Unit Overview c3109550

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Topic: Part III Personalities in Their Times Option K Rome: Julius Caesar

Time: 6 weeks = 24 hours, 24x1hr lessons

Principal focus: Students gain an understanding of the personality in the context of their time. Inquiry Questions Why does Julius Caesar remain a household name in the 21st Century; how did he impact his own time, and how does he impact ours, either similarly or differently? How significantly was the career of Julius Caesar shaped by the context of his time? Consider significant actions by Caesar within his career. (e.g. Crossing the Rubicon) To what extent were Julius Caesars relationship (both personal and political) shaped by his familial position and his political objectives? If you were a senator in Ancient Rome under Julius Caesars dictatorship, do you believe you would have taken part in his assassination? Why or why not? What was the contribution and impact of Caesars Consulship of 59BC to the political life of Rome in the period 78-49BC?

Past Paper Questions 2012 (a) Describe the factors which contributed to the death of Julius Caesar. (10 marks) (b) To what extent have the interpretations and images of Julius Caesar changed over time? (15 marks) 2011 (a) Describe Julius Caesars military activities to 60 BC. (b) Discuss the nature of Julius Caesars reforms as dictator. 2010 (a) Describe the methods Julius Caesar used to advance his career up to 60 BC. (b) To what extent was Julius Caesar a successful general? 2009 (a) Describe Julius Caesars role in the First Triumvirate. (b) Assess the impact of Julius Caesar on Rome.

ICT: Active use of non-print resources in

research of Julius Caesar particularly in study of ancient and modern images and interpretations of Julius Caesar (H3.1)

identify origin, purpose and context of historical sources, including ICT sources impact of personality on career; significance of his writings (H3.1, H3.6)

practise ethical behaviour when using the internet during an historical inquiry

Choose appropriate software and references relevant for historical research of an ancient personality.

ICT Resources: Primary Sources: Cicero, Quintus. T. (2012). How to Win an Election [electronic resource] : An Ancient Guide for Modern Politicians. Princeton, Princeton University Press. Suetonius (2009). The Twelve Caesars [electronic resource]. Auckland, The Floating Press. MobileReference (2008). Julius Caesar [electronic resource] : War Commentaries. Boston, MobileReference.com. Secondary Sources: History Teacher's Association (HTA) (2010). Julius Caesar (Besame Mucho by the Beatles). History for Music Lovers. History Teacher's Association (HTA). Retrieved 11:32, April 19, 2013, from http://www.youtube.com/watch?v=nPYuxReh7fM Softschools.com (2005-2009). "Julius Caesar Timeline." Timelines. Retrieved 20 April, 2013, from http://www.softschools.com/timelines/julius_caesar_timeline/33/ The History Channel (2013) Rome: Ancient Supercity Infographic. The History Channel website. Retrieved 11:32, April 19, 2013, from http://www.history.com/interactives/ancient-rome The History Channel (2013) Coroner's Report: Julius Caesar. The History Channel website. Retrieved 8:14, April 24, 2013, from http://www.history.comhttp://www.history.com/videos/julius-caesar. The History Channel (2013) Deconstructing History: Colosseum. The History Channel website. Retrieved 8:16, April 24, 2013, from http://www.history.comhttp://www.history.com/videos/deconstructing-history-colosseum. Studio Codex (2007). "Interactive Lessons: Julius Caesar, Virtual Tour." Interactive Lessons. Retrieved 20 April, 2013, from http://www.studiocodex.com/interactivelesson02.html. Milius, J., W. J. MacDonald, et al. (2009). Rome [videorecording]. Rome. The complete series. M. Apted, A. Poul, S. Shillet al. New York, HBO Home Entertainment.

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan 2. Unit Overview c3109550

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Students learn to (Concepts): use appropriate terms and concepts in communicating about the personality locate, select and organise information in relation to the chosen personality identify key issues and features about the personality make deductions and draw conclusions about the personality weigh up the relative reliability of the available sources and assess their usefulness for a study of the personality identify and analyse the varying images of the personality explain and evaluate differing perspectives and interpretations of the personality in ancient and modern sources present the findings of historical investigations of issues and features of the personality communicate coherently in oral and written forms to explain and evaluate significant events and achievements in the personalitys life synthesise information to construct an evaluation of the personalitys significance and legacy.

Outcomes: H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within their historical context H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately H4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms

Unit Resources Primary Sources: Caesar, Julius. (1914). C. Iuli Caesaris : Commentarii rerum in Gallia gestarum. VII / A Hirti commentarius VIII. Oxford, Clarendon Press Caesar, Julius. (1914). De bello civili. (Caesar, the Civil wars) / with an English translation by Peskett, A.C. London, Harvard University Press. Caesar, Julius. (1996). De bello Gallico (Seven commentaries on the Gallic war; translated with an introduction and notes by Carolyn Hammond. With an eighth commentary by Aulus Hirtius). London Oxford University Press. Caesar, Julius. (1955). De bello Alexandrino (Alexandrian, African and Spanish wars (of) Caesar) / with an English translation by Way, A.G. London, Heinemann, . Cicero, Marcus. T. (1878). The treatises of M.T. Cicero : On the nature of the gods; on divination; On fate; On the republic; On the laws; and On standing for the consulship. London, George Bell and sons. Cicero, Marcus. T. (1918). Ad Atticum. (Cicero, Letters to Atticus) / with an English translation, by Winstedt, E.O. . London, William Heinemann. Pliny the Elder (1991). Naturalis historia. (Natural history : a selection) / ranslated with an introduction and notes by Healy, John F. . London, Penguin Books Plutarch. (1910). Life of Julius Caesar / Sir Thomas North's translation ; edited for schools London, Macmillan Sallust 86-34 B.C (2010). Catiline's conspiracy : The Jugurthine War ; Histories; translated with an introduction and notes by William W. Batstone. Oxford: Oxford University Press.

Secondary Sources: Dillon, S. and K. Welch, Eds. (2006). Representations of war in ancient Rome. Cambridge ; New York,, Cambridge University Press. Fishwick, M. (2013). Cicero, Classicism, and Popular Culture [electronic resource]. Binghamton, Taylor and Francis. Hennessey (1997). Caesar, Julius. Personalities from the past J. Lawless. [et. al.]. South Melbourne, Nelson: 214-240. McGushin, P. (1987). Sallust, The conspiracy of Catiline : a companion to the Penguin translation of Handford, S.A. . Bristol Bristol Classical Press. Richardson, J. S. (2012). Augustan Rome 44 BC to AD 14 [electronic resource] : The Restoration of the Republic and the Establishment of the Empire. Edinburgh, Edinburgh University Press. Riggsby, A. M. (2006). Caesar in Gaul and Rome : war in words. Austin, University of Texas Press. Welch, K. and A. Powell, Eds. (1998). Julius Caesar as artful reporter : the war commentaries as political instruments. London, Macmillan. Woolf, G. (2007). Et tu, Brute? : the murder of Caesar and political assassination. Cambridge, Harvard University Press.

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan 2. Unit Overview c3109550

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Week Outcomes Teaching & Learning Activities Resources Assessment & Feedback Learn To Learn About

1 H3.1 locate, select and organise relevant information from a variety of sources H3.4 explain and evaluate differing perspectives and interpretations of the past H3.3 analyse and evaluate sources for their usefulness and reliability

4 Evaluation ancient and modern images and interpretations of Julius Caesar. 1 Historical context geography, topography and resources of Rome and provinces overview of Roman political and social structures overview of significant political and military developments

Introductory Viewing History Teacher's Association (HTA) (2010). Julius Caesar (Besame Mucho by the Beatles). Board Brainstorm No.1 - What we already know about Julius Caesar - What we would like to know about JC - Where we have seen JC before: books, films etc. - What we think this images and interpretations are based on and why Board Brainstorm No.2 - What we already know about Rome: today and Ancient - What we would like to know - What famous images, ideas, groups do we associate with Rome Direct Instruction breakdown analysis of class background knowledge revealed by the Board Brainstorms Pathfinder Julius Caesar - Historical context, where to start Syllabus Breakdown Groups or individuals are assigned a learn about bullet point to write about and present information on to the class

Whiteboard and Markers Start-up points for Brainstorm 1: TV Series Rome Shakespeare play + adaptations Et Tu, Brute? Veni, Vidi, Vici The Die Is Cast Mark Antony Hennessey (1997). Caesar, Julius. Personalities from the past J. Lawless. [et. al.]. South Melbourne, Nelson: 214-240. History Teacher's Association (HTA) (2010). Julius Caesar (Besame Mucho by the Beatles). History for Music Lovers. History Teacher's Association (HTA). Retrieved 11:32, April 19, 2013, from http://www.youtube.com/watch?v=nPYuxReh7fM The History Channel (2013) Rome: Ancient Supercity Infographic. The History Channel website. Retrieved 11:32, April 19, 2013, from http://www.history.com/interactives/ancient-rome

Assessment of background knowledge with feedback (not assessed)

2 H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately

2 Background and rise to prominence his family background and position his education, early life and ambitions paths to power: priesthoods; Marian connections; political alliances and marriages early political career to 60 BC 3 Career personal relationships: Julia, Cleopatra VII, Brutus, Mark Antony, Cicero

Timeline Interact with the softschool timeline of Julius Caesars life Source analysis Plutarch extracts on Caesars early life Group Task - Jigsaw Groups are allocated a personality who had a personal relationship with Caesar. They investigate the primary and secondary representations of that person and their relationship with Caesar, then present their findings to the class Essay planning and structure Class discusses the inquiry question: To what extent were Julius Caesars relationship (both personal and political) shaped by his familial position and his political objectives?

Softschools.com (2005-2009). "Julius Caesar Timeline." Timelines. Retrieved 20 April, 2013, from http://www.softschools.com/timelines/julius_caesar_timeline/33/ Plutarch. (1910). Life of Julius Caesar / Sir Thomas North's translation ; edited for schools London, Macmillan Milius, J., W. J. MacDonald, et al. (2009). Rome [videorecording]. Rome. The complete series.

Practice Writing Task (2.5%) Students attempt to answer part (b) of 2011 HSC: To what extent have the interpretations and images of Julius Caesar changed over time?

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan 2. Unit Overview c3109550

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Week Learn To Learn About Teaching & Learning Activities Resources Assessment & Feedback

3 H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within their historical context H3.2 discuss relevant problems of sources for reconstructing the past H3.4 explain and evaluate differing perspectives and interpretations of the past H3.3 analyse and evaluate sources for their usefulness and reliability

3 Career role in First Triumvirate Gallic Wars: campaigns and tactics, siege of Alesia relationship with his army impact of personality on career; significance of his writings

Source analysis Analysis of selection sections from Caesar, Julius. (1996). De bello Gallico Students are selected to perform extracts of the Gallic Wars, to gain an understanding of how the text was written (for a Roman audience) and why. How this is evident in the texts construction and content. Student Research Students investigate sources for information on the First Triumvirate for a class debate Class debate Students debate: Was the First Triumvirate was formed for the benefit of Rome and its citizens, or the benefit of the three members? Why? Syllabus Breakdown Groups or individuals are assigned a learn about bullet point to write about and present information on to the class Essay planning and structure Class discusses the inquiry question: What was the contribution and impact of Caesars Consulship of 59BC to the political life of Rome in the period 78-49BC?

Caesar, Julius. (1996). De bello Gallico (Seven commentaries on the Gallic war; translated with an introduction and notes by Carolyn Hammond. Welch, K. and A. Powell, Eds. (1998). Julius Caesar as artful reporter : the war commentaries as political instruments. Riggsby, A. M. (2006). Caesar in Gaul and Rome : war in words. Cicero, Marcus. T. (1918). Ad Atticum Dillon, S. and K. Welch, Eds. (2006). Representations of war in ancient Rome.

Encourage constant writing practice, in preparation of the HSC, through attempting to make sure most learning activities involve a written aspect. Adequate practice should involve weekly writing tasks

4 H4.1 use historical terms and concepts appropriately H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past

3 Career relationship with the Senate political supporters and enemies role in the Civil War

Roman politics in action Students learn about political sessions in Caesars time (where conducted and how) and attempt to reconstruct in class. Students can be allocated personalities: Cicero, Caesar, Brutus etc. Specifically, students should attempt to reconstruct the senate convening after Caesars declaration of war on Rome when he crossed the Rubicon as senators, students take turns to react to Caesars declaration, propose solutions, etc. Source Analysis Cicero what is his perspective on the republic, on the role of Consul? Analysis of extracts from letters and treatises. Secondary Sources how are Caesars motives, role and actions represented? Preparation for Practice Writing Task

Cicero, Marcus. T. (1918). Ad Atticum Cicero, Marcus. T. (1878). The treatises of M.T. Cicero Hennessey (1997). Caesar, Julius. Personalities from the past Dillon, S. and K. Welch, Eds. (2006). Representations of war in ancient Rome. Cicero, Quintus. T. (2012). How to Win an Election [electronic resource] : An Ancient Guide for Modern Politicians. Princeton, Princeton University Press Studio Codex (2007). "Interactive Lessons: Julius Caesar, Virtual Tour." Interactive Lessons. Retrieved 20 April, 2013, from http://www.studiocodex.com/interactivelesson02.html.

Practice Writing Task (2.5%) Students attempt full HSC question in 45 minutes (a) Describe Julius Caesars role in the First Triumvirate. (b) To what extent was Julius Caesar a successful general?

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan 2. Unit Overview c3109550

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Week Learn To Learn About Teaching & Learning Activities Resources Assessment & Feedback

5 H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient world

3 Career dictatorship: policies and reforms assassination: motives, manner and impact of his death

Dictator for Life Students chart in a mind map or on voicethread.com Caesars political pathway to Dictatorship; what steps in his career were particularly significant? Essay planning and structure Consider the past HSC question: Discuss the nature of Julius Caesars reforms as dictator. How would you respond to this question? Mini-lesson on planning for HSC writing Coroners Report activity View the video and discuss as a class: why do you believe the senators chose to personally kill Caesar as a group? How is this represented:

a) In Primary Sources b) In Secondary sources

Plutarch. (1910). Life of Julius Caesar Caesar, Julius. (1914). De bello civili Woolf, G. (2007). Et tu, Brute? : the murder of Caesar and political assassination. Cambridge, Harvard University Press The History Channel (2013) Coroner's Report: Julius Caesar. http://www.history.comhttp://www.history.com/videos/julius-caesar.

Ensure that students consistently practice their writing, especially during the Essay planning and structure and Coroners Report activities, in which students can commit their responses to writing

6 H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past

4 Evaluation impact and influence on his time assessment of his life and career legacy ancient and modern images and interpretations of Julius Caesar.

Board Brainstorm Review Class reviews their original board brainstorms from week 1, revising and updating them with their current knowledge. Syllabus Breakdown Groups or individuals are assigned a learn about bullet point to write about and present information on to the class Essay planning, structure and practice Consider the past HSC question: Assess the impact of Julius Caesar on Rome. How would you respond to this question? Class collaborates on an essay plan and draft that is assessed by the teacher Exemplar Analysis Teacher presents and annotates exemplar essays from past HSC tasks for strengths and weaknesses

Bored of Studies - Ancient History Resources (exemplar essays and syllabus analyses) http://www.boredofstudies.org/view.php?course=23 Hall, B. J. (2007). The night before essay planner : a workbook to plan, research and write your next essay. Sydney, Fairfax Books.

Practice Writing Task (2.5%) Students attempt full HSC question in 45 minutes (a) Describe the factors which contributed to the death of Julius Caesar. (b) Discuss the nature of Julius Caesars reforms as dictator.

Unit Evaluation

2a. Unit RationaleUnit Rationale

2b. Unit plan Julius CaesarPrincipal focus:Outcomes:Week1H3.3 analyse and evaluate sources for their usefulness and reliability2Week3H3.3 analyse and evaluate sources for their usefulness and reliability4H3.2 discuss relevant problems of sources for reconstructing the pastWeek56H3.2 discuss relevant problems of sources for reconstructing the past