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A TEACHER’S GUIDE TO

ALIGNED TO THE COMMON CORE

“An absolutely brilliant technical tour de force.” —Orville Prescott, The Yale Review

HarperAcademic.com A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 2

Table of Contents

Note to Teachers 3 About This Guide 3 Before You Read 3 As You Read 4 Collaborative Class Project 4 Guided Reading Questions 4 Book One 4 Book Two 6 Book Three 7 Book Four 8 Afterword 9 Writing and Research Prompts 10 Explanatory/Informational Prompts 10 Argumentation Prompts 12 Narrative Prompts 13 Works by Thornton Wilder 15 Novels 15 Plays 15 Links of Interest 15 Books of Interest 15 About This Guide’s Author 16 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 3

Note to Teachers

Today’s students have grown up with unprecedented access to avenues of information. They are not a single source of information generation. Instead, they synthesize a variety of sources and perspectives: Twitter, Blogs, Tumblr, Facebook, websites, databases, TED talks, YouTube, podcasts, and, occasionally, a textbook. They tell their own stories through the filters of Instagram and Snap- chat, through their Vine and Twitter and Tumblr posts. They are adept at evaluating information, and they understand the nuance of replies: the interface of hashtags and likes, and the significance of the length of space between the time when a message is read and a response is written. In other words, they are a generation particularly well-suited to engage with The Ides of March. The Ides of March is a structurally and thematically complex novel exploring the events leading up to the assassination of Julius Caesar. Written as an epistolary novel, the text is structured as a series of historical documents that build on each other to reveal character, plot, and theme. As an addition to a unit on Julius Caesar’s assassination or the rise and fall of the Roman Empire, the novel provides a way for students and teachers to connect history to essential questions and to develop enduring understandings about power and responsibility. The Thornton Wilder Society is an excellent resource to support the study of this important American writer. The questions and activities in this teaching guide were written to support standards-based instruction.The Ides of March meets the standard for Range of Reading and Level of Text Complexity for grades 9-12. Because of its clear connections to both World History curriculum and Shakespeare’s Julius Caesar, this guide is linked to the standards for grades 9-10. It is an excellent choice for a multidisciplinary unit. A complete list of the Common Core State Standards can be found at http://www.corestandards.org/the-standards.

About This Guide

This Teacher’s Guide is divided into two sections. The first, “Guided Reading Questions,” will help students with reading compre- hension and appreciation. These questions can be used as a guide for annotating the text, journal responses, or discussion. The second section, “Writing and Research Prompts,” consists of analytical writing and research prompts and is subdivided into genres based on the Common Core writing standards. A variety of prompts are included for each genre, and teachers are encouraged to choose those that are best suited for their students. The argumentation prompts can be modified for use in Socratic seminars or class debates if a teacher wishes to focus on Speaking and Listening standards.

Before You Read

The title The Ides of March is an allusion to the date of Caesar’s assassination, and Wilder’s text ends with a brief account of the event. Before students begin reading the text, refresh their memory (or familiarize them) with the historical details of the assassination. Begin your exploration by examining Vincenzo Camuccini’s painting The Death of Julius Caesar: http://tinyurl.com/ prwko32 Use the following questions to guide the discussion: Consider the composition of the painting? How many conspirators are there? Where does the assassination take place? What can you infer about the different attitudes of the conspirators? What does this suggest about their motives for assassinating Caesar? What does Julius Caesar’s expression and body language suggest about his response to the assassination? How do the people witnessing the assassination appear to respond? How do you think the artist intends you to feel about the death of Caesar? For additional background on Caesar, the BBC has two excellent podcasts available to download: http://tinyurl.com/h5juz48 http://tinyurl.com/gv4me4a CCSS.ELA-LITERACY.RL.9-10.7 CCSS.ELA-LITERACY.SL.9-10.2 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 4

As You Read

One of the most pleasurable aspects of reading an epistolary novel is the slow unfolding of plot and character. In Wilder’s own words, the novel is a sort of game that he is “inviting readers to play” with him (262). Indeed, readers of The Ides of March are invit- ed to play the role of historians, examining an imagined set of documents to piece together the complex narrative web of Caesar’s allies and enemies. As you read the text, create a collaborative document where students can cite textual evidence and add details about each character as they are revealed. This can be done on physical chart paper or on a collaborative web document through a service like Google Docs or One Drive.

Collaborative Class Project

Using Wilder’s text as inspiration, create a dramatic narrative for performance using student-generated “epistolary-style” material. You may choose to create a fictional narrative or research a contemporary or historical event to chronicle. Assign each student a character and have them develop “entries” in the form of letters, email, journal entries, legal documents, reports, newspaper clippings, social media postings, texts, etc. that build on each other to reveal plot, character, and theme. You may want to consider adding a narrator to play a linking role similar to that of the Stage Manager in Wilder’s Our Town. As a culminating activity, present your narrative as a work of reader’s theater or staged reading. CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.W.9-10.6 CCSS.ELA-Literacy.W.11-12.3 (a-e)

Guided Reading Questions

CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

BOOK ONE

1. Consider the first three Documents in this section (I, I-A, and I-B). What do they reveal about the belief system of the Ro- man populous? How do Caesar’s beliefs differ from the majority? CCSS.ELA-LITERACY.RL.9-10.1 2. Summarize Caesar’s list of accomplishments on page 7. CCSS.ELA-LITERACY.RL.9-10.2 3. Describe the tone of Caesar’s letters to Lucius Mamilius Turrinus. What does this reveal about his relationship with Lucius? Consider the annotation at the beginning of Document III – what does it reveal about the correspondence between Caesar and Lucius? CCSS.ELA-LITERACY.L.9-10.3 4. Consider Documents II, II-A, and II-B. What do these Documents reveal about the attitudes of the populace towards Clodia Pulcher? CCSS.ELA-LITERACY.RL.9-10.1 5. Using evidence from the text to support your answer, summarize Caesar’s attitude towards Clodia Pulcher. CCSS.ELA-LITERACY.RL.9-10.2 6. According to Caesar, how does belief in a Divine Presence or God negatively impact people like Clodia? (pg. 16) CCSS.ELA-LITERACY.RL.9-10.1 7. Why do many of the women in the novel want to disbar Clodia from participating in the Mysteries of the Good Goddess? CCSS.ELA-LITERACY.RL.9-10.1 8. Consider Document IV-A. Why do you think Caesar dictates the beginning of the letter to a secretary but finishes it in his own handwriting? How does the tone and content change in the second section of the letter? Why do you think he refuses to answer his aunt’s request for information about Lucius? CCSS.ELA-LITERACY.RL.9-10.5 9. On page 21, Wilder reveals details of the rumors about Clodia. What is she suspected of doing? CCSS.ELA-LITERACY.RL.9-10.1 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 5

10. Wilder uses Document V to reveal information about several characters. In addition to revealing the content of the rumors about Clodia, it also gives information about Lucius and gives readers a glimpse of the way others view Caesar. Summarize the important details revealed in this letter. What does the letter indirectly reveal about its author (Lady Sempronia Metella)? CCSS.ELA-LITERACY.RL.9-10.5 11. What is Clodia’s tone in Document VI? What does it reveal about her relationship with her brother Publius Clodius? What does she want him to do? How does he respond? CCSS.ELA-LITERACY.RL.9-10.4 12. What do Documents VII and VII-A reveal about the relationship between Clodia and Pompeia, Caesar’s wife? CCSS.ELA-LITERACY.RL.9-10.1 13. Look closely at Document VII. Who does Caesar acknowledge as being his enemies? How does he feel about these men? According to Caesar, how does his political philosophy differ from the philosophy of his enemies? CCSS.ELA-LITERACY.RL.9-10.2 14. Why is Caesar considering abolishing religious observances? Why does he hesitate? CCSS.ELA-LITERACY.RL.9-10.1 15. Consider the text note on page 38. What does this reveal about the tone of Caesar’s letter to his friend? CCSS.ELA-LITERACY.RL.9-10.4 16. On page 39, Caesar describes the four realms that cause him to consider the possibility of God. In your own words, paraphrase his arguments for the existence of divinity. Which of his reasons do you find the most compelling? CCSS.ELA-LITERACY.RL.9-10.2 17. What purpose does Document IX serve in the narrative? CCSS.ELA-LITERACY.RL.9-10.5 18. Why does Clodia write directly to Caesar? How does Caesar respond? What do Documents X and X-A reveal about the relationship between Caesar and Clodia? CCSS.ELA-LITERACY.RL.9-10.3 19. Describe the relationship between Caesar and his wife. Cite specific evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.3 20. What is the purpose of Document XII (who is the author and who is the intended audience)? Does this Document seem more or less objective than other Documents? Explain your answer. What does it reveal about Caesar, Catullus, and Cicero? CCSS.ELA-LITERACY.RL.9-10.5 21. Based on the Documents written by Caesar, do you think that Cicero’s assertion on page 52 that “Caesar is not a philosophi- cal man. His life has been one long flight from reflection,” is an accurate judgment? Explain your answer. CCSS.ELA-LITERACY.RL.9-10.1 22. How do Documents XIII, XIII-A, and XIII-B help develop the relationship between Clodia and Catullus? Why do you think Wilder notes that Document XIII is the third draft of a letter? Why do you think he chooses not to include the first two drafts in this section? How do Documents XIV, XIV-A, and XV further develop your understanding of Catullus and Clodia’s relationship? CCSS.ELA-LITERACY.RL.9-10.3 CCSS.ELA-LITERACY.RL.9-10.5 23. What do you think Catullus means when he says, “It is the rage of the soul that there is a body and the rage of the body that there is a soul”? (62) CCSS.ELA-LITERACY.RL.9-10.2 24. What do you think Clodius intends to happen as a result of the anonymous letter (Document XIX) he sends to Caesar’s wife? CCSS.ELA-LITERACY.RL.9-10.1 25. By the end of Book One, what has been revealed about the assassination attempt on Caesar’s life? How did Caesar respond to the attempt? Who do you think was responsible for the attack? Support your answer with evidence from the text. CCSS.ELA-LITERACY.RL.9-10.2 26. What was the subject of the symposium at Clodia’s dinner party? Why do you think Caesar chose this topic? CCSS.ELA-LITERACY.RL.9-10.2 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 6

BOOK TWO

1. Wilder begins Book Two with a reminder that, “the Documents in each Book begin at an earlier date than those in the pre- ceding Book, traverse the time already covered, and continue on to a later date” (89). Why do you think he chose to structure his text this way? CCSS.ELA-LITERACY.RL.9-10.5 2. What is the subject of the first Documents in Book Two (pages 91-98)? CCSS.ELA-LITERACY.RL.9-10.1 3. Why do you think Cleopatra is visiting Rome? Why does Caesar welcome her visit? Cite evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.3 4. How does Pompeia plan to treat Cleopatra? What does Clodia advise her to do instead? Whose plan do you think is best? Explain your answer. CCSS.ELA-LITERACY.RL.9-10.1 5. What is Clodia’s tone in Document XXVI? Where does this letter fit into the timeline of their correspondence from Book One? CCSS.ELA-LITERACY.L.9-10.3 6. Why do you think Wilder chooses to include the poem by Catullus as Document XXVI-A? How is it connected to Document XXVI? CCSS.ELA-LITERACY.RL.9-10.5 7. Consider Documents XXVII, XXVII-A, and XXVII-B. What is significant about the time lapse between Cleopatra’s first response to Caesar and her second response? How does the tone of Document XXVII-A differ from the tone of XXVII-B? What do these letters reveal about the relationship between Cleopatra and Caesar? CCSS.ELA-LITERACY.RL.9-10.3 CCSS.ELA-LITERACY.RL.9-10.5 8. How do the first two drafts of Catullus’s letter to Clodia differ from the version he sent (Document XIII)? Why do you think he rejected each of these drafts? How does the poem contained in Document XXVII-B help further develop your understanding of Catullus’s state of mind after Clodia rejects him? What do Documents XXIX and XXIX-A reveal about the physical and mental toll Clodia’s rejection has had on Catullus? CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.4 9. Examine Caesar’s comment to Lucius that, “It is many, many years, however, since I have known a disinterested friendship on the part of anyone except yourself, my aunt, and my soldiers” (113). What do you think he means by “disinterested friendship”? What is significant about the inclusion of “his soldiers” in this list? CCSS.ELA-LITERACY.RL.9-10.2 10. How does Wilder’s extended annotation at the beginning of Document XXXI impact the way you read and interpret the contents of the document? CCSS.ELA-LITERACY.RL.9-10.4 11. In what specific ways are the comments of Cicero misogynistic? Cite evidence from the text to support your answer. CCSS. ELA-LITERACY.RL.9-10.1 12. In his tirade against marriage, Cicero alludes to the play Medea by Euripides as an honest portrayal of marriage. Research the plot of the play and explain this allusion. CCSS.ELA-LITERACY.RL.9-10.9 13. Why is it important for the reader to get multiple reports of Cleopatra’s visit? What do documents XXXII, XXXIII, and XXXIII-A reveal about the Queen of Egypt? CCSS.ELA-LITERACY.RL.9-10.3 14. Does Cleopatra’s Letter and Questionnaire to Caesar seem sincere? In what ways does she appear to be employing the tactic of “ruse” that Cicero write about in Document XXXI? CCSS.ELA-LITERACY.RL.9-10.4 15. Why does Cytheris write to Cicero? CCSS.ELA-LITERACY.RL.9-10.1 16. Why does Caesar tell Clodia to leave the city for a time? CCSS.ELA-LITERACY.RL.9-10.1 17. How is the tone of Document XXXVI different from previous letters from Caesar to Cleopatra? What do you think causes this change? What does this letter suggest about Cleopatra’s influence on Caesar? CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.L.9-10.3 18. What does Catullus’s letter to Clodia reveal about his physical and mental state? What specific comments seem alarming? Do you think Clodia’s response (Document XXXVII-A) is sincere or manipulative? Cite evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.2 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 7

19. What is the source of Caesar’s happiness in Document XXXVIII? Do you think there is any significance in the fact that this document is undated? CCSS.ELA-LITERACY.RL.9-10.1 20. The notes from Clodia to Marc Antony in Document XXXIX are presented in fragments. What do these notes suggest about Clodia’s relationship with Marc Antony? What are they plotting? Use evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.5 21. Why do you think Lady Julia Marcia refers to Cleopatra as “the Witch of the Nile”? Do you think Cleopatra deserves this epithet? CCSS.ELA-LITERACY.RL.9-10.4 22. What do Documents XLI, XLI-A, and XLI-B reveal about the events at Cleopatra’s reception. What part do you think Clodia, Marc Antony, and Cleopatra each played in the affair? Cite evidence from the text to support your answers. CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.2

BOOK THREE

1. Why does Caesar write to the President of the College of Vestal Virgins? What does he mean when he says: “it is the law of life that all things grow and change, casting aside the husks that protected their origins and emerging into fairer and nobler forms” (150)? What can you infer about the changes he wants made to the Ceremonies of the Good Goddess? CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.4 2. What does Caesar mean when he says that “Women, for good and for ill, are impassioned conservators” (151)? CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.4 3. Consider Caesar’s letter to Lucius regarding his desire to reform the Ceremonies of the Good Goddess. According to Caesar, what useful purpose do these ceremonies serve? Why and how does he wish to change the ceremony? CCSS.ELA-LITERACY.RL.9-10.2 4. Look carefully at the second half of Document XLII-B. What does Caesar believe about women? Cite evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.1 5. Why do you think Cleopatra wishes to attend the Ceremonies of the Great Goddess? Do you think Caesar should grant her request? Explain your answers. CCSS.ELA-LITERACY.RL.9-10.1 6. What reasons does Caesar give Lucius for being in favor of creating unity among religions? CCSS.ELA-LITERACY.RL.9-10.2 7. Go back to Book One and place Document XLIV in the timeline of the events. How does this letter complicate your understanding of the events leading up to Clodia’s dinner party? CCSS.ELA-LITERACY.RL.9-10.5 8. Consider Documents XLVI-A and XLVI-B. What reason does Caesar give for censoring The Prize of Virtue? Do you think he was right to ban the play? Support your answers with evidence from both documents. CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.3 9. What does Caesar tell Lucius about the cause of his argument with Cleopatra? Why does Caesar think it is dangerous for men to regard their rulers as deities? CCSS.ELA-LITERACY.RL.9-10.1 10. Based on the content of Document XLVI, why do you think Caesar passes an edict forbidding the naming of towns after him? What evidence does this document contain that suggest that the people of Rome have begun to view Caesar as a God? Does the report from Caesar’s physician seem to support or deny this belief? CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.5 11. Explain the connection between Documents XLVI, XLVI-A, XLVI-B, and XLVI-C. CCSS.ELA-LITERACY.RL.9-10.5 12. What can you infer about what happened between Cleopatra and Marc Antony from her response to Caesar’s letter (Docu- ment XLVIII)? CCSS.ELA-LITERACY.RL.9-10.1 13. How does Wilder reveal the death of Catullus? Why do you think he chooses to reveal it this way? How does Alina’s account (Document XLIX) differ from Caesar’s account (Document XLIX-A)? CCSS.ELA-LITERACY.RL.9-10.5 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 8

14. According to Caesar, how has being aware of his own inevitable death changed his perspective? CCSS.ELA-LITERACY.RL.9-10.2 15. At the end of Document XLIX-A, Caesar tells Lucius that through his relationship with Catullus “an old question is an- swered”. What has Caesar come to believe about the Gods? CCSS.ELA-LITERACY.RL.9-10.2 16. Why do you think Wilder chooses not to include the “last verses written by Gaius Valerius Catullus” that Caesar sends to Cytheris? What do you think was the subject of these poems? (Document L) CCSS.ELA-LITERACY.RL.9-10.5 17. What does Document LI reveal about Cleopatra’s loyalties? Cite specific evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.3 18. What mistakes does Cytheris think that Caesar is making, both in his relationships with women and in the way he governs Rome? CCSS.ELA-LITERACY.RL.9-10.1 19. Why is Clodia angry that Clodius asked Caesar to censor the play about her? CCSS.ELA-LITERACY.RL.9-10.1 20. Based on Documents LIV, LV, LV-A and LVI, what did Clodia do in response to being disbarred from the Ceremonies of the Good Goddess? How complicit do you think Caesar’s wife was in the plan? Why didn’t Caesar stop them? Cite evidence from the text to support you answers. CCSS.ELA-LITERACY.RL.9-10.2 21. Why reason does Caesar give for divorcing Pompeia? CCSS.ELA-LITERACY.RL.9-10.1

BOOK FOUR

1. Book Four introduces the character of Marcus Junius Brutus. Why do you think Wilder waits until this point to introduce him? CCSS.ELA-LITERACY.RL.9-10.5 2. Why does Servilia write to her son Brutus? How does he respond to her? CCSS.ELA-LITERACY.RL.9-10.3 3. Why do you think Wilder chooses to include Document LVII-B? What does Cornelius Nepos mean when he writes, “The histories we read are little more than processions of conjectures pretending they are facts” (203)? CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.RL.9-10.5 4. Document LVII-B transcribes a conversation that Cornelius Nepos has with Cicero. Summarize Cicero’s attitude towards Brutus. What evidence does he give supporting the claim that Brutus is the son of Caesar? Do you find his evidence and argument compelling? CCSS.ELA-LITERACY.RL.9-10.3 5. What is the purpose of Document LVII? How does it relate to the previous documents in this section? CCSS.ELA-LITERACY.RL.9-10.5 6. In Document LVII, Caesar acknowledges that he and Brutus have different philosophies of government. In your own words, paraphrase the differences in their beliefs. CCSS.ELA-LITERACY.RL.9-10.2 7. What is ironic about the end of Caesar’s letter to Brutus? CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.RL.9-10.5 8. What reasons does Brutus give for declining Caesar’s offer to appoint him as his successor? CCSS.ELA-LITERACY.RL.9-10.1 9. What three things does Caesar tell Lucius that he envies? What does this list reveal about Caesar’s values and character? CCSS.ELA-LITERACY.RL.9-10.2 10. What is Caesar’s opinion of women? Why does he value a “silent woman”? Use evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.1 11. What is the content of the Broadsides mentioned in Documents LX, LX- A and LX-B? How are the Broadsides distributed? What do you think the goal of the Broadside campaign is? Who do you think is responsible? CCSS.ELA-LITERACY.RL.9-10.2 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 9

12. What does Document LXI reveal about Caesar’s response to the Broadsides? What does Caesar say that he hopes to find among the men who plan his death? What does this reveal about his priorities? CCSS.ELA-LITERACY.RL.9-10.3 13. What does Caesar mean when he writes, “It is only dogs that never bite their masters” (219)? CCSS.ELA-LITERACY.RL.9-10.4 14. How does Caesar find out who was responsible for the First and Second Broadside? How does he respond to this discovery? What do you think he is trying to achieve by writing the Third Broadside? Support your answer with evidence from the text. CCSS.ELA-LITERACY.RL.9-10.3 15. What does Document LXIII reveal about the growing conspiracy against Caesar? CCSS.ELA-LITERACY.RL.9-10.1 16. How do Documents LXIV and LXIV-A help develop the character of Porcia? Was Caesar right to envy Brutus for his choice of a wife? CCSS.ELA-LITERACY.RL.9-10.3 CCSS.ELA-LITERACY.RL.9-10.5 17. What elements of the narrative are clarified by Lady Julia’s letter to Lucius? Are any elements complicated or called into question by this document? CCSS.ELA-LITERACY.RL.9-10.2 18. Why does Cleopatra write to Lady Julia? How does Lady Julia respond? CCSS.ELA-LITERACY.RL.9-10.1 19. Summarize Caesar’s comments to Lucius about the dream of the void. What two things does he believe must coexist? What does Caesar mean when he says, “We are not in relationship to anything until we have wrapped it in meaning, nor do we know what that meaning is until we have costingly labored to impress it upon the object” (233)? CCSS.ELA-LITERACY.RL.9-10.2 20. How does Caesar respond to information about the plot to assassinate him? Why do you think he responds this way? Use evidence from the text to support your answer. CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.3 21. What is the significance of Document LXVIII? Why do you think Wilder includes it at this point in the narrative? CCSS.ELA-LITERACY.RL.9-10.5 22. Once public opinion begins to turn against Caesar, what is he accused of doing? Why does this accusation upset him? What does Caesar believe is the “price of political freedom” (238)? CCSS.ELA-LITERACY.RL.9-10.2 23. What is ironic about Document LXX-A? CCSS.ELA-LITERACY.RL.9-10.4 24. Explain how Document LXX-A reveals Brutus’s internal conflict. How is the conflict resolved? (Document LXX-B) CCSS.ELA-LITERACY.RL.9-10.5 25. What is the subject of Caesar’s final letter to Lucius? CCSS.ELA-LITERACY.RL.9-10.1 26. Based on Document LXXII, what type of wife is Calpurnia? Do you think she and Caesar are well suited for each other? Sup- port your answer with evidence from the text. CCSS.ELA-LITERACY.RL.9-10.3 27. How does Wilder choose to end the narrative? How did you feel about each of the main characters by the end of the book? CCSS.ELA-LITERACY.RL.9-10.2

AFTERWORD

1. How did Thorton Wilder’s education and travels prepare and inspire him to write The Ides of March? CCSS.ELA-LITERACY.RI.9-10.1 2. How might Gertrude Stein have influenced the theme and structure of Wilder’s novel? CCSS.ELA-LITERACY.RI.9-10.1 3. Wilder used the term “fantasia” to describe The Ides of March. Does this term fit the text better than “novel”? Explain your answer. CCSS.ELA-LITERACY.RI.9-10.4 4. What similarities did Wilder see between Simon Bolivar and Julius Caesar? CCSS.ELA-LITERACY.RI.9-10.1 5. Who was Jean Paul Sartre? How might Wilder’s friendship with Sartre have influenced the thematic content of The Ides of March? CCSS.ELA-LITERACY.RL.9-10.1 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 10

6. What drew Wilder to the works of Kierkegaard? CCSS.ELA-LITERACY.RL.9-10.1 7. Summarize the critical and popular respond to The Ides of March? Why do you think the book has proven to be especially resonant with international audiences? CCSS.ELA-LITERACY.RL.9-10.1

Writing and Research Prompts

CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.9-10.10 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.4

EXPLANATORY/INFORMATIONAL PROMPTS

CCSS.ELA-Literacy.W.9-10.2 (a-f) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 1. In the additional reading, “Facts and Imagination” (found on page 262) Wilder explains some of the correlation between the characters in his book and their real-life historical counterparts. He writes: “I largely allowed myself liberties in this ‘fantasia,’” while he “embedded many scrupulous minor facts into the story, for fun” (265). Research the historical details about one of the characters in the text and compare the historical facts to Wilder’s portrayal of them in The Ides of March. Be sure to correctly cite the sources of your historical information. CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 2. Wilder wrote: “One of the themes of the book: that love can idealize the Beloved to an extent that can only end in tragedy” (269). Examine the development of this theme in the text. CCSS.ELA-Literacy.W.9-10.9 3. Describing the style of The Ides of March, Thornton Wilder wrote: “Other so-called historical novels are written with pages and pages of very fancy ‘description.’ There is NO description in this book. There are just these functional details—thousands of them/ They make the reader SEE Rome, in my opinion, far more vividly” (267). Analyze Wilder’s style, paying particular attention to his use of functional detail rather than description. How does this help the reader “see” Rome? CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.L.9-10.3 4. Compare The Ides of March to Shakespeare’s Julius Caesar (the full text of the play can be found online: http://tinyurl. com/6agors). Are there similarities in the way that the characters are portrayed? Are there differences? Wilder’s text focuses on the events leading up to Caesar’s assassination, while Shakespeare includes events that occur afterwards – how does Wild- er’s text help deepen your understanding of Caesar. CCSS.ELA-Literacy.RL.9-10.7 CCSS.ELA-Literacy.W.9-10.9 5. In a 1948 interview published in Cosmopolitan, Wilder spoke about the process of writing The Ides of March: “On returning [from the war] I took up a theme which I had already partially developed before the war. I spent almost a year on it, only to find that my basic ideas about the human situation had undergone a drastic change. I was not able to define the change myself until the writings of Kierkegaard were called to my attention by my theologian brother” (254). Research Kierkegaard and explain how his philosophy is reflected in The Ides of March. CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.9 CCSS.ELA-Literacy.RL.9-10.9 6. In the Afterword of the text, Tappan Wilder explains that The Ides of March is dedicated two of Thornton Wilder’s personal friends, Lauro de Bosis and Edward Sheldon, and that Wilder paid tribute to each of these men in the characterizations of Lucius Mamilius Turrinus and Catullus. Research either Shelton or de Bosis and compose an essay that compares the man to the character that they inspired (255-6). CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 7. Wilder wrote that he surrounded his work with a “veil of irony, offering it as a sort of parody of historical scholarship” (262). Analyze the author’s use of irony in The Ides of March. Pay particular attention to the annotations included with the historical documents and the author’s arrangement of documents within each section of the text. CCSS.ELA-Literacy.RL.9-10.4 CCSS.ELA-Literacy.RL.9-10.5 CCSS.ELA-Literacy.W.9-10.9 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 11

8. The Ides of March is very experimental in both its structure and content, displaying several characteristics of postmodernism. Research this movement and analyze Wilder’s text as an example of postmodernism. CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 9. In the Afterword, Tappan Wilder discusses the way that Wilder’s trip to South America and interaction with the letters of revolutionary leader Simon Bolivar enhanced his understanding of the life of Julius Caesar (252). Research Simon Bolivar and explain the connection between Bolivar and Julius Caesar. Make sure to correctly cite all historical sources. CCSS.ELA-Literacy.RL.9-10.6 CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 10. Considering the poetry of Catullus, Cicero remarks, “Either it is the raw experience of life which has not yet sufficiently made its transmutation into poetry or it is a new kind of sensibility” (103). Research the Roman poet Catullus and prepare a multimedia presentation about his life and poetry. In what ways does his work reflect a “new kind of sensibility”? The Poetry Foundation is an excellent place to start your exploration of the work of Catullus: http://tinyurl.com/ormm2fl CCSS.ELA-Literacy.RL.9-10.6 CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 11. The profanation of the Mysteries of the Bona Dea (Good Goddess) plays a central role in The Ides of March. Research the historical event referenced in Wilder’s novel. What did the Ceremonies of the Good Goddess entail? What purpose did the ceremony serve? Who were the Vestal Virgins? What role did they play in the religious life of Rome? CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 12. In The Ides of March, Wilder crafts a compelling portrait of Queen Cleopatra, a woman who Caesar admires as, “one of the few persons I have known who have a genius for administration” (93). Research the political accomplishments of Cleopatra and create a multimedia presentation that examines both her life and her legacy. CCSS.ELA-Literacy.W.9-10.6 CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 13. Analyze the character of Lucius Mamilius Turrinus, a character present in the text as a recipient of correspondence from Cytheris, Caesar, and Lady Julia. Although we are given the opportunity to see how others relate to Lucius, we never see or hear from him directly. Based on the letters others write to Lucius, what kind of person does he seem to be? Cite evidence from the text to support your analysis. CCSS.ELA-Literacy.W.9-10.9 14. Examine the book’s epigram (or “motto”) and Wilder’s gloss on the quote. This quote from Faust is acknowledged by scholars as being particularly difficult to translate. What makes this quote so challenging to translate? How does Wilder translate the quote? Are there alternate translations? What do you think the quote means? Do you agree with Wilder’s gloss on the quote? How does Wilder’s translation relate to the themes of The Ides of March? CCSS.ELA-Literacy.W.9-10.9 15. Wilder’s friendship with writer and philosopher Jean-Paul Sartre kindled an interest in Existentialism that influenced The Ides of March. Research the work of Sartre and the philosophy of existentialism. In what ways is The Ides of March an existen- tialist text? Which characters in the novel express or embody this philosophy? Which characters challenge it? CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 16. Near the end of the narrative, Cicero remarks that, “The weather of Rome has deteriorated for women” (204). Research life for women during the Roman Republic and Empire. What was life like for women in Rome? How did it change during and after the rule of Julius Caesar? CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 17. Analyze Clodia’s use of rhetorical strategies in Document VI. CCSS.ELA-Literacy.SL.9-10.3 CCSS.ELA-Literacy.W.9-10.9 18. How does Wilder develop the idea that Rome is, to some extent, a surveillance state? Cite specific evidence from the text to support your analysis. CCSS.ELA-Literacy.W.9-10.9 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 12

ARGUMENTATION PROMPTS

CCSS.ELA-Literacy.W.11-12.1 (a-e) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1. Summarize Caesar’s beliefs about liberty and the role of government and respond to his statement that, “There is no liberty save in responsibility” (238). Do you agree or disagree with this statement? CCSS.ELA-Literacy.RL.9-10.1 CCSS.ELA-Literacy.W.9-10.9 2. How are women portrayed in The Ides of March? Is the text ultimately a feminist text? CCSS.ELA-Literacy.RL.9-10.1 CCSS.ELA-Literacy.W.9-10.9 3. Research the historical evidence and compose argument paper about whether or not Julius Caesar fathered one of Cleopatra’s children. What is Wilder’s position in The Ides of March? CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 4. In Tappan Wilder’s Overview, he explains Wilder’s belief that “the novel in its traditional narrative form (told by an omni- scient narrator) was losing its vitality as a vehicle to speak to the modern mind” (251). Do you agree with this statement? Does the structure or format of the novel need to change to reflect new ideas, concerns, technologies and modes of interaction? CCSS.ELA-Literacy.W.9-10.9 5. Research the historical evidence and compose argument paper about whether or not Brutus was the biological son of Julius Caesar. What is Wilder’s position in The Ides of March? CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 6. Consider Wilder’s statement, “All art is pretense but the pretense of the historical novel is particularly difficult to swallow. I therefore moved the pretense over to a different terrain: I pretended to have discovered a large collection of letters and documents written by these notable persons” (261). What makes historical fiction problematic? Do you think Wilder’s approach to genre was effective? CCSS.ELA-Literacy.RL.9-10.5 CCSS.ELA-Literacy.W.9-10.9 7. Consider Caesar’s physician remarks about Caesar’s potential weakness: “It may be that he lacks some forms of imagination. It is very certain that he gives little thought to the past and does not attempt to envisage the future clearly. He does not culti- vate remorse and does not indulge in aspiration” (174). Are these qualities positive or negative attributes for a leader? Relate your answer to current political candidates or modern political leaders to illustrate your argument. CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 8. Consider the following quote: “Nothing seems to be more dangerous—not only for us rulers, but for those who gaze upon us with varying degrees of adoration—than this description of divine attributes” (169). Why is it dangerous to idolize our leaders? Use examples from history and current events to illustrate your position. CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 9. In The Ides of March Cicero is attributed with the observation that, “Guile and violence are the sole resources available to the disposed” (116). Do you agree or disagree with this statement? What methods have disenfranchised or oppressed groups used to create social change? Are guile and violence ever necessary? CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 10. Wilder writes, “Leadership is for those who love the public good and are endowed and trained to administer it” (208). What makes a good leader? What qualities should we look for when we elect a leader? CCSS.ELA-Literacy.W.9-10.9 11. Do you agree with Caesar’s observation, “The adherence of a people is not acquired merely by governing them to their best interests? We rulers must spend a large part of our time capturing their imaginations” (95). Are leaders responsible for capturing the hearts of their people and inspiring them, or is this unnecessary (or even dangerous)? CCSS.ELA-Literacy.W.9-10.9 12. Caesar hopes that Cleopatra’s presence at the Ceremonies of the Good Goddess will increase the Roman people’s tolerance for those that practice other religions. He reflects that he has remembered “…the importance for administration of encouraging an identification of the Gods of other countries with those of our own” (156). Why is religious tolerance and acceptance im- A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 13

portant for a nation? Use examples from history and current events to illustrate your position. CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 13. Consider the symposium that Caesar has on the question, “Whether great poetry is the work of men’s minds only, or whether it is, as many have claimed, the prompting of the Gods” (This scene can be found on pages 77-87). As a class, hold your own symposium one or more of the following quotes from the book: • “Is there a Mind in or above the universe which is watching us?” (217) • “Life has no meaning save that which we may confer upon it” (233). • “Love is its own eternity. Love is in every moment of its being: all time. It is the only glimpse we are permitted of what eternity is” (108). • “How terrifying and glorious the role of man if, indeed, without guidance and without consolation he must create from his own vitals the meaning for his existence and write the rules whereby he lives” (37). • “Imprisonment of the body is bitter; imprisonment of the mind is worse” (15). CCSS.ELA-Literacy.SL.9-10.1A-D 14. As a class, decide who should be held responsible for Caesar’s death and conduct a trial for the assassination of Julius Caesar. If you have been keeping the collaborative document mentioned in the “While you read” activity, you may wish to use this as evidence as you build your case and defense. CCSS.ELA-Literacy.SL.9-10.1A-D CCSS.ELA-Literacy.SL.9-10.4 15. Why does Julius Caesar continue to fascinate people? What is compelling about his life and legacy? Was he a good leader, or was he a dictator? Is it possible to be both? CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.8 CCSS.ELA-Literacy.W.9-10.9 16. Wilder remarked that he “approached the effect of the theater” when he wrote The Ides of March, going on to say, “I not so much asked the reader to ‘believe’ me as to ‘play this game’ with me” (261). How was reading the book similar to experienc- ing a theatrical production? How was it similar to playing a game with the author? Did Wilder’s structural choices increase your understanding and/or enjoyment of the text? CCSS.ELA-Literacy.RL.9-10.1 CCSS.ELA-Literacy.RL.9-10.5 CCSS.ELA-Literacy.W.9-10.9

NARRATIVE PROMPTS

CCSS.ELA-Literacy.W.11-12.3 (a-e) Write narratives to develop real or imagined experiences or events using effective tech- nique, well-chosen details, and well-structured event sequences. Note to teachers: Any of these topics can be adapted into a visual essay assignment in order to meet standard CCSS.ELA-Lit- eracy.SL.9-10.5. A quick reference on visual essays can be found here: http://tinyurl.com/qeyarbc 1. Wilder explained the choices he made regarding the book’s structure this way: “The way of telling a story chronologically, from beginning to end, bored me—seemed too slick—not rich and complicated enough. In life we often learn much later what really took place” (270). Think about an experience you had when you were younger that now, looking back on it, you understand differently. Compose a personal narrative about this experience, contrasting your memory with the knowledge and perspective you have gained over time. CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 2. Consider the following quote: “...it is by taking a leap into the unknown that we are free” (238). Compose a personal narrative about a time that you had to take a leap into the unknown. What did you learn as a result? How did this experience give you a sense of freedom? CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 3. Writing to his friend Lucius, Caesar reflects, “It is difficult, my dear Lucius, to escape becoming the person who others believe one to be” (114). How have you been impacted by the way others see you? Compose a personal narrative that explores the role that the beliefs and expectations of others has had on you. CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 14

4. After Clodia rejects him, Catullus drafts letters that he never sends to her (pages 107-110). Write an imaginary narrative about an angry letter (or email or tweet) that accidentally gets sent. What happens as a result? CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.L.9-10.3 5. Clodia tells Catullus that “You have not been writing to me but to that image of me lodged in your head whom I have no wish to confront” (101). Read Matteson Perry’s essay “Uh, Honey, That’s Not Your Line” http://tinyurl.com/p7bwhtc and compose your own personal narrative about mistaking someone for an ideal or being mistaken by someone as an ideal. CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.SL.9-10.2 6. In a letter to his friend Lucius, Caesar explains the way that an awareness of his own mortality has increased his appreciation of life, “only those who have grasped their non-being are capable of praising the sunlight” (184). Compose a personal narrative about an experience that taught you to appreciate life in a new way. CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 7. Caesar tells his best friend Lucius, “writing to you has a strange effect on me; I find myself examining matters which I do not otherwise consider” (33). Everyone has that one person that inspires them to be their “true and best self”. In fact, Wilder modeled the character of Lucius after his own friend and mentor, Edward Sheldon. Compose a personal narrative about the person in your life that serves as your “Lucius”. CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 8. Consider Caesar’s quote: “I must arrive at my decisions as though they were not subject to the comment of other men, as though no one were watching” (34). Compose a personal narrative about a time when you had to take a stand that was un- popular. How did you find the courage to stand up for what you believed in? CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 9. Adversity can be one of life’s greatest teachers. In The Ides of March, Caesar reflects, “I see now that I have been putting these questions all my life, but one does not know what one knows, or even what one wishes to know, until one is challenged and must lay down a stake” (40). Compose a personal essay about a lesson that you learned “the hard way”. CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 10. Consider the following quote: “Every man must have an audience: our ancestors felt that the Gods were watching them; our fathers lived to be admire of men; for Caesar there are no Gods and he is indifferent to the opinion of his fellow men. He lives for the opinion of aftertime; you biographers, Cornelius, are his audience” (53). Who is your audience? God? Your parents? Your friends? Instagram or Snapchat followers? Tumblr? How does this audience influence your behavior and decisions? Ultimately, do you think they inspire you to be a better person, or do they hold you back? CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.L.9-10.3 A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 15

Links of Interest

The Thornton Wilder Family Official Website The Thornton Wilder Society. Academic site devoted to Thornton Wilder The Thornton Wilder Papers, Yale University

Books of Interest

The Selected Letters of Thornton Wilder edited by Robin G. Wilder and Jackson R. Bryer Thornton Wilder: A Life by Penelope Niven Thornton Wilder and the Puritan Narrative Tradition by Lincoln Konkle

Works by Thornton Wilder

NOVELS

The Bridge of San Luis Rey Foreword by Russell Banks The Cabala and The Woman of Andros: Two Novels Foreword by Penelope Niven The Eighth Day Foreword by John Updike Heaven’s My Destination Foreword by J. D. McClatchy The Ides of March Foreword by Kurt Vonnegut, Jr. Theophilus North Foreword by Christopher Buckley

PLAYS

Our Town: A Play in Three Acts Foreword by Donald Margulies The Skin of Our Teeth Foreword by Paula Vogel Three Plays: Our Town, The Skin of Our Teeth, The Matchmaker Foreword by John Guare A TEACHER’S GUIDE TO THORNTON WILDER’S THE IDES OF MARCH 16

About This Guide’s Author

Amy Jurskis is the author of numerous teaching guides, including The Immortal Life of Henrietta Lacks by Rebecca Skloot and Go Set a Watchman by Harper Lee. She holds a B.A. in English from the University of Georgia and a MAT from Agnes Scott College. She currently serves as English Department Chair at Oxbridge Academy.

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