Skill Study Guide

Name______Date______

The Tragedy of Julius Caesar, Act I, by William Shakespeare Literary Analysis: Shakespeare’s Tragedies Like other tragedies, Shakespeare’s tragedies are plays that tell of a reversal of fortune, from good to bad, experienced by a man or woman, usually of noble birth. In Shakespeare’s tragedies, the character and actions of the hero, rather than fate, play the strongest role in bringing about the hero’s downfall. Act I of a Shakespearean tragedy typically introduces the main characters, the setting, and the conflict that the hero will confront in the rest of the play. Shakespeare uses dialogue to let us know, in a dramatic way, what is going on as the play begins.

DIRECTIONS: Answer the following questions to summarize what you learn from Act I of The Tragedy of Julius Caesar. 1. In Act I, Scene i, lines 33–53, what do you learn about the conflict that has already occurred between Pompey and Caesar? ______

2. In Act I, Scene i, lines 33–75, what do you learn about how Flavius and Marullus feel about Caesar’s return? ______

3. What do you learn about Caesar’s character from his behavior in the following situations in Act I, Scene ii? A. the soothsayer’s warning (lines 18–25): ______B. his description of Cassius (lines 192–214): ______

C. his reaction to being offered the crown (lines 234–275): ______

4. What do you learn about the characters of Cassius and Brutus in Act I, Scene ii? ______5. How does the dialogue between Cassius and Brutus in Act I, Scene ii, establish the conflict that will drive the rest of the play? ______

Grade 10, Unit 5 1 The Tragedy of Julius Caesar, Act I, by William Shakespeare Reading: Use Text Aids to Read Shakespearean Drama Shakespeare’s plays contain language and references with which most modern readers are not familiar. When reading Shakespearean drama, use text aids to help you understand what is going on in the play. • Review the dramatis personae—the cast of characters—at the beginning of the play. • Read any background information provided about the play. • As you read the play, consult the marginal notes, called glosses, beside the text. These notes define words and explain references. After you consult the glosses, reread the passage to make sure you understand what it means.

DIRECTIONS: Use the text aids for Act I to help you answer the following questions. 1. In Act I, Scene i, lines 31–33, the cobbler states his reason for being in the street: “But indeed, sir, we make holiday to see Caesar and to rejoice in his triumph.” What sort of triumph is Caesar having? ______2. In lines 65–66 of Act I, Scene i, Flavius tells Marullus to remove decorations from the statues. Marullus questions him in lines 67–68, saying it is the feast of Lupercal. What and when is the feast of Lupercal? ______3. At the opening of Act I, Scene ii, Antony is dressed “for the course,” or for a race. Why is a race being held? Why does Caesar tell Antony to touch Calpurnia during the race? ______4. What date is the ides of March? ______

5. In lines 55–62 of Act I, Scene ii, Cassius flatters Brutus to persuade him to oppose Caesar. Use the text aids for these lines to express what Cassius says in your own words. ______6. In lines 28–32 of Act I, Scene iii, Casca interprets the strange natural events that have been occurring in Rome since Caesar returned. Use the text aids to express what he says in your own words. ______

The Tragedy of Julius Caesar, Act II, by William Shakespeare

Grade 10, Unit 5 2 Reading: Paraphrase Shakespearean Drama

Paraphrasing a line or passage from a work means restating its meaning in your own words. To paraphrase when reading Shakespearean drama, follow these steps: • Look for punctuation that shows where the sentences in the passage end. • For each sentence, identify the subject and verb and put them into their usual order. You may also need to add helping verbs and use modern verb and pronoun forms. • Use text aids or a dictionary to help you “translate” unfamiliar words and phrases. Between the acting of a dreadful thing And the first motion, all the interim is Like a phantasma, or a hideous dream. (Act II, Scene i, ll. 63–65) Normal order: All the interim between the acting of a dreadful thing and the first motion is like a phantasma, or a hideous dream. Paraphrase (in your own words): The time between thinking about doing a dreadful deed and doing the deed is like a nightmare.

DIRECTIONS: Paraphrase the following passages from Act II. Remember that a paraphrase is a restatement of a passage in your own words. 1. Th’ abuse of greatness is when it disjoins Remorse from power; and to speak truth of Caesar, I have not known when his affections swayed More than his reason. (Act II, Scene i, ll. 18–21) ______2. But it is doubtful yet Whether Caesar will come forth today or no; For he is superstitious grown of late, Quite from the main opinion he held once Of fantasy, of dreams, and ceremonies. (Act II, Scene i, ll. 193–197) ______

The Tragedy of Julius Caesar, Act III, by William Shakespeare Enrichment: Eulogies

Grade 10, Unit 5 3 Mark Antony’s famous line—“Friends, Romans, countrymen, lend me your ears”—begins a dramatic speech in a play. He delivers this speech as a eulogy at Caesar’s funeral. The word eulogy comes from a Greek word that means “praise” or “speaking well” of someone or something. In Western society, we think of funerals when we hear the word eulogy, but a eulogy, a formal speech of praise, could be delivered on other occasions as well. People in many cultures find it helpful to speak of a deceased person’s good qualities. This fact has to do with how people view the value of human life. Upon a person’s death, the living have a need to find meaning in the existence of the person. Speaking of a person’s accomplishments and good deeds and qualities, by way of a eulogy at a funeral, helps the living friends and relatives to feel good about the person’s life. In Shakespeare’s play, however, there was a bit more to Antony’s purpose. Certainly, Antony was grieving at the sudden and cruel death of his friend. He could not help but express some of that grief in front of the crowd of plebeians. As it turns out, however, Antony eulogizes Caesar not so much to make meaning of Caesar’s life but to use his death—and the manner of his death —to sway public opinion. He appeals to both the reason and the emotions of his audience to accomplish his purpose. In addition, by displaying his own grief, he becomes a sympathetic character.

DIRECTIONS: Respond to the following items. 1. What is the definition of a eulogy? ______

2. Review Brutus’ funeral oration in Act III, Scene ii, lines 12–47. Is Brutus’ speech a eulogy? Why or why not? ______

3. Review Antony’s oration, in which he says, “I come to bury Caesar, not to praise him.” Why does he say this? ______

4. In the first section of Antony’s eulogy (Act III, Scene ii, lines 74–108), identify one line or passage in which Antony appeals to his audience’s reason, one in which he appeals to emotions, and one in which he attempts to foster the trust of the audience or increase his own credibility. Reason: ______Emotions: ______Trust: ______

The Tragedy of Julius Caesar, Act III, by William Shakespeare

Grade 10, Unit 5 4 Literary Analysis: Dramatic Speeches

In plays, most of the information about characters and events is expressed through dialogue, the conversations between or among characters. However, Shakespeare’s plays also use the following types of dramatic speeches to convey information: • An aside is a remark that a character makes, usually to the audience, which is not heard by other characters on stage. Some asides are spoken to one other character but are not heard by the rest of the characters on stage. • A soliloquy is a long speech in which a character, usually alone on stage, speaks as if to himself or herself, unheard by any other character. • A monologue is a long, uninterrupted speech by one character. It is heard by the other characters on stage. Soliloquies and asides often reveal a character’s true feelings and intentions, which may be different from the feelings and intentions he or she expresses when speaking in dialogue or in monologues.

DIRECTIONS: On the following chart, identify each speech as dialogue, monologue, aside, or soliloquy. Paraphrase the feelings expressed in each speech. Then, write yes or no to indicate whether you think the character is expressing his true feelings in the speech.

Speech Type Paraphrase True Feelings? 1. Caesar: Act III, Scene i, ll. 58–73

2. Brutus: Act III, Scene i, ll. 103–110

3. Antony: Act III, Scene i, ll. 218–222

4. Cassius, Act III, Scene i, ll. 232–235

5. Antony: Act III, Scene i, ll. 254–275

Grade 10, Unit 5 5 The Tragedy of Julius Caesar, Act III, by William Shakespeare Reading: Analyze the Imagery of Shakespearean Tragedy

To fully appreciate Shakespearean tragedy, you should analyze the imagery, or language that appeals to the senses. In Act III, Shakespeare uses many images that focus on violence and the body. Some of these images follow a common pattern: • wounds that speak • burying Caesar’s body rather than speaking praise of him • “plucking” a poet’s name out of his heart In each of these images, a reference to words—speech, praise, and names—is coupled with an image of a person’s physical body—wounds, a corpse, blood, and the heart. Through this imagery, Shakespeare makes a direct connection between the growing violence in Rome and the disrespect for laws and titles—the words that hold society together.

DIRECTIONS: Answer the following questions to analyze the imagery in the passages from Act III. 1. In these lines from Antony’s soliloquy, what do Caesar’s wounds “beg” him to do? Over thy wounds now do I prophesy (Which like dumb mouths do ope their ruby lips To beg the voice and utterance of my tongue), A curse shall light upon the limbs of men; Domestic fury and fierce civil strife Shall cumber all the parts of Italy. . . . (Act III, Scene i, ll. 259–264) ______2. According to the following lines from Antony’s monologue to the crowd, what would the “tongue in every wound of Caesar’s” urge Romans to do? I tell you that which you yourselves do know, Show you sweet Caesar’s wounds, poor poor dumb mouths, And bid them speak for me. But were I Brutus, And Brutus Antony, there were an Antony Would ruffle up your spirits, and put a tongue In every wound of Caesar’s that should move The stones of Rome to rise and mutiny. (Act III, Scene ii, ll. 225–231) ______

Grade 10, Unit 5 6 The Tragedy of Julius Caesar, Act IV, by William Shakespeare Literary Analysis: Conflict in Drama

Conflict, the struggle between opposing forces, creates drama. In literature, a conflict may take one of two forms: • In an external conflict, a character struggles with an outside force, such as another character, a group of characters, or a natural force such as the weather. • In an internal conflict, the character struggles with his or her own opposing beliefs, desires, or values. In Act IV, there are several external conflicts among the main characters in the play. In addition, Brutus continues to feel internal conflicts about his participation in the conspiracy against Caesar.

A. DIRECTIONS: For each of the following external conflicts, tell what issue the two characters disagree about. Explain the reasons each character gives for his view. External Conflicts 1. Antony vs. Octavius: Act IV, Scene i, ll. 12–40 Issue: ______Antony’s view/reasons: ______Octavius’ view/reasons: ______2. Brutus vs. Cassius: Act IV, Scene iii, ll. 7–32 Issue: ______Brutus’ view/reasons: ______Cassius’ view/reasons: ______

B. DIRECTIONS: Describe the internal conflict Brutus may be feeling in each passage. Internal Conflict 1. Act IV, Scene ii, ll. 6–27: ______

2. Act IV, Scene iii, ll. 274–289: ______

Grade 10, Unit 5 7 The Tragedy of Julius Caesar, Act IV, by William Shakespeare Reading: Read Between the Lines When reading Shakespearean drama, you need to read between the lines to find the deeper meaning of a character’s words or actions. • Keep the larger situation in mind as you read. For instance, early in Act IV, Antony describes Lepidus as “Meet to be sent on errands.” Note that Antony has been deciding which of his political rivals will die and which will share power. Between the lines, he is saying, “Fit to run errands—and nothing else.” • Follow indirect references. For example, when Lucilius reports on Cassius, Brutus says, “Thou has described / A hot friend cooling.” “A hot friend” refers to Cassius, whom Brutus worries is no longer his ally.

DIRECTIONS: Using your ability to read between the lines and to understand the characters and situations in Act IV, answer the following questions. 1. A. In the opening lines of Act IV, Scene i, Antony, Octavius, and Lepidus discuss which Romans must die. What specific individuals do they mention as being marked for death? ______B. What does this conversation reveal about the characters of these three men? ______2. A. At the beginning of Act IV, Scene iii, Brutus and Cassius call each other names and argue about who is the better soldier when they should be planning how to defeat Antony. Why do you think they are arguing in such a personal, petty way? ______B. What does this argument reveal about Brutus’ and Cassius’ leadership abilities? ______3. A. Why is Cassius so shocked when he finally hears the news of Portia’s death from Brutus? What does Cassius mean when he says, “How scap’d I killing when I cross’d you so?” ______B. In lines 146–191 of Act IV, Scene iii, how does Brutus react to the death of his wife, Portia? What does his reaction reveal about his commitment to the philosophy of Stoicism? ______

Grade 10, Unit 5 8 The Tragedy of Julius Caesar, Act V, by William Shakespeare Enrichment: Leadership Skills

By studying the successes and failures of the main characters in The Tragedy of Julius Caesar, you can learn a great deal about the importance of effective leadership skills. Which leaders in Shakespeare’s tragedy are best able to win popularity and effectively accomplish what they set out to do? Which characters seem unable to make an impact on people and situations? Strong leadership skills are essential in many types of jobs. To be an effective leader, you must be positive, confident, and forthright about what you want or believe without being overbearing or pushy; respectful toward the people whom you are leading, which means listening carefully to ideas and concerns, giving people credit for good ideas and hard work; and knowledgeable.

DIRECTIONS: Examine the leadership skills of the main characters in The Tragedy of Julius Caesar by making notes in the following chart. As you make your notes, refer to the information provided about effective leadership skills and to your own ideas about what makes a strong leader.

Leader Positive Leadership Negative Leadership Traits Traits Julius Caesar

Antony

Brutus

Cassius

Grade 10, Unit 5 9 The Tragedy of Julius Caesar, Act V, by William Shakespeare Literary Analysis: Shakespeare’s Tragic Heroes Traditionally, a tragic hero is a person, usually of noble birth, who suffers a catastrophe. The hero’s choices leading to the catastrophe may reflect a personal shortcoming, such as pride, called a tragic flaw. While Shakespeare’s tragic heroes incorporate these traditional elements, he develops them in new ways: • He adds complexity to his heroes, who may have opposing desires and who may suffer hesitation and doubt before acting. • He presents a character’s inner turmoil directly to the audience through devices such as the soliloquy, a speech in which a character speaks thoughts aloud. • He often focuses on the choices characters make rather than on fate. • His characters’ problems often result from the difference between the reasons for an action and its outcome.

DIRECTIONS: Answer the questions to analyze the ways in which Brutus is a tragic hero. 1. A. In Act I, Scene ii, what opposing feelings about Caesar caused inner turmoil for Brutus? ______B. How did Cassius persuade Brutus to overcome his doubts and participate in the assassination plot? Why was Brutus wrong to have trusted Cassius? ______

2. A. In Act II, Scene i, what reasons did Brutus give for not killing Antony? ______B. In Act III, Scene i, what decision did Brutus make about Antony? ______C. How did both of these decisions about Antony help bring catastrophe for Brutus? ______

3. With his dying words, Brutus unknowingly reveals a tragic flaw. Read the following lines. Then, explain why it is a shortcoming to believe that everyone is loyal and “true.” My heart doth joy that yet in all my life I found no man but he was true to me. (Act V, Scene v, ll. 34–35) ______

4. How do Brutus’ character traits and decisions in the play mark him as a tragic hero? ______

Grade 10, Unit 5 10 Name______Date______

The Tragedy of Julius Caesar, Act V, by William Shakespeare Reading: Compare and Contrast Characters in Shakespearean Drama

In his plays, Shakespeare often emphasizes the important qualities of one character by presenting another character with contrasting qualities. When reading Shakespearean drama, you can gain understanding by comparing and contrasting characters. Look for similarities and differences in the characters’ personalities, situations, behavior, and attitudes. Pay special attention to how they respond differently to similar situations or problems.

DIRECTIONS: On the following chart, describe the different character traits that Brutus and Cassius reveal in Acts I–V of The Tragedy of Julius Caesar.

Brutus Cassius Feelings toward Caesar in Acts I and II

Feelings toward Antony in Acts II and III

Attitudes toward corruption and bribery in Act IV

Reaction to criticism and personal loss in Act IV

Attitudes toward the coming battle in Act V

Grade 10, Unit 5 11