English II Honors - Caesar Essay Questions

Hey guys!

The following five questions will be narrowed down to three for the test; however, since you will not know which three questions you will have to choose from, it is incumbent upon you to study and review for all of them.

A few reminders before I get to the essay topics:

- Don't forget to format the Word documents as directed at the start of the year. This is something I will be paying more attention to as the year progresses, and it may impact your grade if you are not following the specifications. 

- QUOTE. This is a simple one - if you are making a statement about the text, you must show where you came to the view that you are espousing in your essay. Don't view it as a 'one and done' directive, either - quotations must be incorporated into the essay frequently. 

- Use the '/' slash to indicate line breaks when quoting Shakespeare. Also, be sure to include the scene and line information. For example, from Act III, Scene i:

"If thou dost bend and pray and fawn for him / I spurn thee like a cur out of my way. / No, Caesar doth not wrong, nor without cause / will he be satisfied." - Act 3, Scene i, 50-55.

- Use the original text for the quote. Use the original text for the quote. Use the original text for the quote. 

____________________________________

Now, for the essay questions:

1. A tragic figure in Shakespearean literature is someone who is brought undone by their own fatal flaw(s). What are Brutus' fatal flaws, and how do they contribute to his demise?

2. Some would suggest that fate causes the tragic events of the play, while others might argue that the omens and supernatural phenomena only complement the existing drama. Choose a position and argue whether fate is the cause, or simply an image of, the evil in the work.

3. While they both contributed to the death of Caesar, Cassius and Brutus had very different reasons for killing him. What were they? Was one more honorable than the other?

4. Consider the rhetorical devices Antony uses in his speech at Caesar's funeral. How, without directly calling for it, does Antony turn the people against Brutus and the rest of the conspirators?

5. Using the character traits of the characters in the play, describe what qualities you would need to make a great leader of Rome, or any nation.

English II Honors - EXTRA CREDIT

Shakespearean Dialogue Writing

TASK:

You are to choose one of the following prompts and complete a typed response of not less than two-and-a-half typed pages in length. Your assignment will be worth a maximum of 50 points, with points assigned based on three categories: Organization, Creativity, and Mechanics and Usage.

PROMPTS:

- Pretend you are Cassius. Write a letter to Brutus that is designed to convince him to join the conspiracy against Caesar. Don't forget who signed the letter in the play!

- Pretend you are Brutus. Write a diary entry explaining your decision to join Cassius in the plot to kill Caesar, even though you had never been wronged by him.

- Pretend you are Caesar. As a ghost, return to visit your wife. Write a scene in which you discuss your murder, why you decided to continue to the Senate despite many warnings, and what you think will happen in Rome in your absence.

- Pretend you are Antony. You are about to offer Caesar the crown. Write a conversation between them that would take place prior to the crown offering. Because it will not be heard by the gathered throng, you can discuss motives and reasons for the refusal to accept the crown.

Please post these to Musketeer English no later than 3.30 p.m. on Monday. Late assignments will not be accepted. 

Thanks,

Mr. Parsons

English II Honors

English II Honors - Acts IV and V Questions

Hey guys!

Sorry I couldn't be there today, but I will return tomorrow. Until then, please be sure to work hard on getting through Act IV and V and completing the questions below.

Thanks,
B. Parsons


Act IV -

Scene 1.

1. What does Antony say they will do to Caesar’s will?

2.. What reason does Antony give letting Lepidus help in choosing who shall die?

Scene 2.

1. Why does Brutus suggest that he and Cassius talk inside the tent?

Scene 3:

1. Explain the turn in the relationship between Brutus and Cassius.

2. How does Portia die?

3. Explain the disagreement that Brutus and Cassius have about the battle strategy.

4. What unexpected visitor does Brutus see when everyone else is asleep? How does this relate to the theme of the supernatural in Shakespeare's work?

Act V -

Scene 1.

1. What are two things Brutus says he will never do, even if he loses the war?

Scene 2:
1. How does Brutus feel about the battle at this point?

Scene 3.

1. What does Titinius do when Messala goes to inform Brutus of Cassius’s death?

Scene 4:

1. Who does Lucilius pretend to be? Why?

Scene 5:

1. How does Brutus die?

2. According to Marc Antony, why is Brutus better than the other conspirators?

Journalism Activity - Libel and Slander (EXTRA CREDIT)

Complete the following activity relating to the first amendment for 50 bonus points, to be applied to your first semester grade.

1. Research the terms Libel and Slander. 

2. Define them, then research three cases when libel and slander has been applied in the field of journalism. 

3. Describe the cases in summary format and state what decision the judge made in the case, why, and whether you support or reject the decision made by the court.

English II Honors - Act III questions

Hey guys!

Hope you enjoyed the activities connected to Act III, Scene I. I am sure that you are very familiar with that scene now through having to approach it as an actor might. 

Here are the questions relating to Act III. Continue answering all questions in complete sentences, and be sure to read other's posts to see the quality of writing that is being produced by your classmates.

These responses will be due on Monday, Oct. 3.

Thanks,

B. Parsons

Scene 1 - 

1. How is fate aligned against Caesar in this scene? How does this reflect what has been said earlier in the play?

2. The famous lines "Et tu, Brute?" have been translated in a number of different ways. Find a translation and discuss the meaning and context behind this famous line.

3. Why did Brutus tell them to dip their swords in Caesar's blood and "wave our red weapons/o'er our heads"?

4. Why does Cassius not want Marc Antony to speak at Caesar's funeral?

Scene 2 - 

1. Summarize Marc Antony's speech at Caesar's funeral.

2. What impact does Marc Antony expect his speech to have? 

3. What role does the will have in changing the Roman crowd's point of view?

Scene 3 - 

1. There is a mixup in identity in Scene 3...describe the mixup and the consequences of the mistaken identity.

2. What are the angry mob planning to do after they deal with Cinna?

Journalism Activity - 1st Amendment

Hi guys!

I had planned to introduce our webquest on the role of the media in what happened during 9/11 today, but it is turning into a much lengthier assignment than I anticipated, and therefore, I need more time to prepare it. Instead, we will be continuing from our discussion of the Journalistic Code of Ethics with an assignment that examines the First Amendment.

First established to protect the rights of the religious groups that moved to America to escape the persecution they were subjected to in Europe, the First Amendment has become a pivotal element in the Constitution for journalists, as it governs and protects the right of free speech.

Please complete the following activities. There is a lot of reading involved - please ensure that you complete the readings and do not simply look to quickly answer each question. You will have the next four class periods to complete the readings, with Friday being the next planning meeting for our next issue. If you get finished with the assignment early, there will be an extension activity on LIBEL and SLANDER that will help you understand the difference between those and the rights protected in the constitution.

Good luck with the assignment!
B. Parsons

Title: The First Amendment - Can I Say That?

Student goals

• Students will introduce themselves to the First Amendment of the Constitution.
• Students will explore how they may exercise their First Amendment Rights in a school setting.

Objectives:

• Define the relationship of the First and 14th Amendment in regards to student rights in their own words.
• Analyze and evaluate their standings as U.S. citizens and scholastic journalists.
• Define prior restraint and prior review.

Activities

Student content below:

The First Amendment:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people to peaceably assemble and to petition the government for a redress of grievances.

It sounds simple and straight forward doesn't it? Let's explore the issue more carefully.

Directions: Visit the following links in the order that they appear on the page. Carefully read through the materials on the site. Open a new Word Document and format as directed in previous classes. Ensure that all questions are answered, and to a suitable length and quality.

The following questions should be answered at the end of the assignment.

1. How as a student journalist am I able to exercise my First Amendment rights?
2. How far do my First Amendment rights go as a student?
3. Are my rights being infringed upon by school rules? State laws? My parents?

Task 1

• Visit the following site and answer the questions provided.
  http://www.ala.org/ala/oif/firstamendment/firstamendment.cfm
  http://www.law.cornell.edu/supct/html/historics/USSC_CR_0319_0624_ZO.html
• Don't get too carried away with this page. Simply read the First Amendment again. Follow any links that you want to, but they are not required. Try not to spend more than 10 minutes here.
• This provides a link to West Virginia Board of Education v Barnette. The court in this case found that it was unconstitutional to mandate students say the pledge of allegiance in schools. How do you feel about that? Should that be unconstitutional? Why? Write your answers in your Word document.
  

Task 2

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to Task 3.
  FindLaw: U.S. Constitution: First Amendment (http://caselaw.lp.findlaw.com/data/constitution/amendment01/)
  
• This link provides a copy of the First Amendment and links to various areas of life that court cases involving it have touched.
• Follow three of the links to see how the court ruled. Be sure that the cases involve adults. Summarize the cases. Do you agree with the decisions? Think about why you agree or disagree. Add the cases that really interest you to your favorites to come back to later. Try not to spend more than 30 minutes here.

Task 3

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to Task 4.
  FindLaw Constitutional Law Center: U.S. Const... (http://supreme.lp.findlaw.com/constitution/amendment01/06.html)
• This link provides information specific to freedom of speech and the press starting with Madison's views on the importance of freedom of the press. Think about why Madison must have felt this freedom must be protected. Do you agree with him?

Task 4

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to Task 3.
  FindLaw Constitutional Law Center: U.S. Const... (http://supreme.lp.findlaw.com/constitution/amendment01/08.html)
• This link provides information on the differences between freedom of speech and freedom of the press. Which requires a higher standard for truth?

Task 5

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to the Task 6.
  FindLaw Constitutional Law Center: U.S. Constitution (http://supreme.lp.findlaw.com/constitution/amendment01/09.html)
• This link provides discussion over the concept of "prior restraint." Define "prior restraint".
• Look for additional information on the differences between "prior restraint" and "prior review." Now write your definitions of both terms.
  

Task 6

• Read through the 14th Amendment provided below. Then do the assignment at the bottom of the page. The following text is the 14th Amendment of the U.S. Constitution. It is important because most First Amendment cases involving education only come before the Supreme Court if they are found applicable under the 14th Amendment. Usually such cases fall under the Equal Protection Clause or Due Process Clause in Section 1. Read through the amendment. If you need further clarification follow the links provided.
• 14th Amendment - Rights Guaranteed Privileges and Immunities of Citizenship, Due Process and Equal Protection Amendment Text
  • Section 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
  • Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.
  • Section 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.
  • Section 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.
  • Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.
    
• These two sites may help you understand the 14th Amendment more clearly. Visit them if you are having trouble understanding what you have read.
  FindLaw: U.S. Constitution: 14th Amendment (http://caselaw.lp.findlaw.com/data/constitution/amendment14/)
  Equal Protection Clause (http://caselaw.lp.findlaw.com/data/constitution/amendment14/18.html#1)

What role does the 14th Amendment have in the application of the First Amendment? How does this relate to Journalism? Write a summary, then discuss a scenario that you have researched where the 14th Amendment related directly to a Journalistic issue.

Assignment: It's time to respond. Class will complete questions that apply. Answer them honestly. Complete your answers this week - they will be reviewed two weeks from today. Be ready to share them in class.

English II Honors - Act II questions

Hey guys!

Your responses to the Act I questions were excellent! I am proud that you thoughtfully considered each one of the questions and put time and effort into your responses. I know that your Act II questions will be even better than your last responses, so I am very pleased at the way that we are traveling.

PLEASE ENSURE THAT ALL RESPONSES ARE IN COMPLETE SENTENCES.

Keep it up!

Parsons

Scene 1 - 

1. What does Brutus' soliloquy show us about his motives for killing Caesar?

2. Does this change the way you view Brutus? Describe him and discuss your views on his motives for killing Caesar. Is he justified?

3. Why does Brutus not want to take an oath with the other conspirators?

4. How does Portia react to Brutus' strange behavior at the end of the scene?

Scene 2 -

1. How does the weather reflect what is going on in the play?

2. Why does Caesar continue to go out despite his wife's dream?

3. Why is Brutus sad during his aside towards the end of the scene?

Scene 3 -

1. How does Artemidorius' letter represent both foreshadowing by the author and the role fate is playing in the work?

Scene 4 - 

1. Write a paragraph summarizing Portia's actions in Scene 4.