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EDUC4136 A1b: HSC Depth Study 1. Stage 6 Overview c3109550

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Preliminary year (incl. 1 term of HSC course)

Term 1 Term 2 Weeks 1-4 4 weeks 16 hours

Part I – Introduction a. Investigating the Past:

History, Archaeology and Science

Weeks 1-10 = 10 weeks 40 hours (incorporating 4 hours of assessment)

Part II - Ancient Societies, Sites and Sources Option 9 “Greek drama” (aligns with Part I Case Study 6)

Weeks 5-8 4 weeks 16 hours

b. Case study 6 “Homer and the Trojan War”

Assessment

Weeks 9 and 10 2 weeks 8 hours

Speeches “Communication of historical understanding in appropriate forms” 10% (of 20%)

1 week Preliminary examination revision as in class source analysis, in class essay “Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources” 30% (20 + 10 of communication)

Term 3 Term 4 HSC course begins Weeks 1-6 6 weeks 24 hours

Part III – Historical Investigation Independent Research Project

Weeks 1-10 10 weeks 40 hours (incorporating 1 week of assessment)

Part II - Ancient Societies Option A Greece: The Bronze Age – Mycenaean Society

Assessment 2 weeks

Part III Presentations (of chosen research) “Historical inquiry and research including mandatory historical investigation” 20%

1 week Source analysis exercise

Take home task, 2 class hours devoted to peer marking (if time allows) “Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources” 10% (of 20%)

2 weeks

Preliminary Examinations “Knowledge and understanding of course content” 40%

Throughout HSC course (details next page)

HSC Essay Practice: practice paper or writing task 2.5% each 3 tasks in term 1, 7.5%

EDUC4136 A1b: HSC Depth Study 1. Stage 6 Overview c3109550

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Higher School Certificate year (incl. 1 term of HSC exams)

Term 1 Term 2 Weeks 1-8 8 weeks 24 hours part 1 of 2

Part I – Core Study Cities of Vesuvius – Pompeii and Herculaneum

Weeks 1-9 10 weeks 40 hours (incorporating 1 week of presentations on the topics: peer teaching)

Part IV - Historical Periods Option P Rome: The fall of the Republic AD 78-31 BC

Assessment Throughout HSC course Term 4-3 tasks Term 1-3 tasks Term 2-2 tasks Term 3-4 tasks

HSC Essay Practice: weekly practice paper or writing task 30% total, 2.5% each task 12 short answer tasks, section of past HSC paper, or practice 45 minute essay. Students must complete them all to receive 30 marks and 30% grade, comprised of: 20% (of 40%) “Knowledge and understanding of course content” and 10% (of 20%) “Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources”

Weeks 9 and 10 2 weeks (includes trial examinations of other HSC courses)

HSC Trial Examinations “Knowledge and understanding of course content” 20% (of 40%) Only assesses Part II - Ancient Societies and Part I – Core Study

Due in week 6

Research task 20% “Historical inquiry and research including mandatory historical investigation” (20 of 20%)

Week 10 of term

Presentations 10% “Communication of historical understanding in appropriate forms” (10% of 20%)

Term 3 Term 4 Weeks 1 -6 2 weeks 24 hours

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

HSC examinations

Weeks 6-7 2 weeks 8 hours part 2 of 2

Part I – Core Study (cont. – incorporating revision)Cities of Vesuvius – Pompeii and Herculaneum

Weeks 8 - 10 3 weeks

Essay Workshops - dedicated revision, HSC practice etc. (not assessed)

Assessment Throughout terms 1, 2 and 3

HSC Essay Practice: weekly practice paper or writing task 2.5% each 4 tasks in term 3, 10%

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 Caesar’s relationship (both personal and political) shaped by his familial position and his political objectives? If you were a senator in Ancient Rome under Julius Caesar’s dictatorship, do you believe you would have taken part in his assassination? Why or why not? What was the contribution and impact of Caesar’s 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 Caesar’s military activities to 60 BC. (b) Discuss the nature of Julius Caesar’s 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 Caesar’s 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 personality’s life • synthesise information to construct an evaluation of the personality’s 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 Caesar’s life Source analysis Plutarch – extracts on Caesar’s 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 Caesar’s 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?

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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 text’s construction and content. Student Research Student’s 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 Caesar’s 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 Caesar’s 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 Caesar’s declaration of war on Rome when he crossed the Rubicon – as senators, students take turns to react to Caesar’s 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 Caesar’s 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 Caesar’s 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 Caesar’s 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 Caesar’s reforms as dictator. How would you respond to this question? Mini-lesson on planning for HSC writing Coroner’s 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 Coroner’s 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 Caesar’s reforms as dictator.

Unit Evaluation

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Resources for HSC Unit of Work

Part III – Personalities in Their Times Option K Rome: Julius Caesar (Caesar, 1914a, 1914b, 1955, 1996; M. T. Cicero, 1878, 1918; Q. T. Cicero, 2012; Dillon & Welch, 2006; Fishwick, 2013; Hall, 2007; Hennessey, 1997; History Teacher's Association (HTA), 2010; McGushin, 1987;

Milius, MacDonald, & Heller, 2009; MobileReference, 2008; Pliny the Elder, 1991; Plutarch, 1910; Richardson, 2012; Riggsby, 2006; Sallust 86-34 B.C, 2010; Softschools.com, 2005-2009; Suetonius, 2009;

Talbert, 1988; The History Channel, 2013a, 2013b; Welch & Powell, 1998; Woolf, 2007)

Caesar, J. (1914a). C. Iuli Caesaris : Commentarii rerum in Gallia gestarum. VII / A Hirti commentarius

VIII. Oxford: Clarendon Press.

Caesar, J. (1914b). De bello civili. (Caesar, the Civil wars) / with an English translation by Peskett, A.C.

London: Harvard University Press.

Caesar, J. (1955). De bello Alexandrino (Alexandrian, African and Spanish wars (of) Caesar) / with an

English translation by Way, A.G. London: Heinemann, .

Caesar, J. (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) (C.

Hammond, Trans.). London Oxford University Press.

The study of Caesar is incomplete without a study of his works, as a primary source on himself. His works

on the Gallic, Civil, Alexandrian, African and Spanish wars are important for understanding him as a

personality and his motives, career and relationships. Carolyn Hammond’s translation of Caesar’s Gallic

Wars especially is well-known as an excellent translation, and the introduction and notes provided in this

text make it both an excellent teaching resource and accessible to students

Cicero, M. 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. (C. Yonge, Trans.). London:

George Bell and sons.

Cicero, M. T. (1918). Ad Atticum. (Cicero, Letters to Atticus) / with an English translation, by Winstedt,

E.O. . London: William Heinemann.

Cicero’s writing is an important primary source on Caesar. His work covers a broad scope of information

on Caesar’s relationships, career and politics. His perspective contradicts Caesar's in many aspects so not

only does his material cover central areas to this unit of work, discrepancies between the narrative in his

work and Caesar's give a teacher the opportunity to demonstrate bias, contradiction and the overall

nature of sources and how they should be approached and interpreted.

Cicero, Q. T. (2012). How to Win an Election [electronic resource] : An Ancient Guide for Modern

Politicians. Princeton: Princeton University Press.

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Dillon, S., & Welch, K. (Eds.). (2006). Representations of war in ancient Rome. Cambridge ; New York,:

Cambridge University Press.

This resource provides excellent context for Caesar’s works on his wars, as well as a suggested method

for approaching how Caesar, Cicero, Plutarch and others represent the wars he was involved in, as well

as the how and why. Teachers must make sure students are aware of what information and sources lead

to the conclusions drawn in this secondary source.

Fishwick, M. (2013). Cicero, Classicism, and Popular Culture [electronic resource]. Binghamton: Taylor

and Francis.

Hall, B. J. (2007). The night before essay planner : a workbook to plan, research and write your next essay

(Rev. ed ed.). Sydney: Fairfax Books.

This book is an invaluable resource for aiding students in their preparation for writing essays for the

HSC. An important part of this unit of work is to prepare students for the expectations of the HSC

questions on Julius Caesar. The construction of the personality question is two short essay responses,

one worth 10 marks and one 15. As the questions may be drIt is important for this response that

students have a good understanding

Hennessey. (1997). Caesar, Julius. In J. L. e. al.] (Ed.), Personalities from the past (pp. 214-240). South

Melbourne: Nelson.

Hennessey’s chapter on Caesar is an excellent overview of him as a personality. The chapter is structured

into the sections and points of the syllabus content on Caesar, making is an excellent summary and

invaluable resource for general information, quotes, and references to further primary and secondary

sources.

History Teacher's Association (HTA) (Writer) & History Teacher's Association (HTA) (Director). (2010).

Julius Caesar (Besame Mucho by the Beatles), History for Music Lovers. Youtube.com

http://www.youtube.com/watch?v=nPYuxReh7fM

This video is an interesting introduction to Caesar as a source, a personality and a product as well as

victim of his time. Many aspects of his life and career are mentioned in the video, which could be

comprehensively analysed after being used successfully as the initial stimulus material for this unit of

work.

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McGushin, P. (1987). Sallust, The conspiracy of Catiline : a companion to the Penguin translation of

Handford, S.A. . Bristol Bristol Classical Press.

Milius, J., MacDonald, W. J., & Heller, B. (Writers) & M. Apted, A. Poul, S. Shill, T. Van Patten, A. Taylor

& J. Maybury (Directors). (2009). Rome. The complete series [videorecording]. In R. H.

Papazian, James (Producer), Rome. The complete series. New York: HBO Home Entertainment.

This TV series adaptation about Rome does have limited usefulness in a unit of work on Caesar. It must

be carefully approached not only as a product of its time, but also because of the level of violence and

content that would be unsuitable for school students without permission. Only short scenes and

extracts from this TV series are advisable to use (possibly able to be sourced from Youtube.) This series

does provide, for some aspects of Caesar's life and personality, a visual aid in the study of this unit of

work.

MobileReference. (2008). Julius Caesar [electronic resource] : War Commentaries. Boston:

MobileReference.com.

Pliny the Elder. (1991). Naturalis historia. (Natural history : a selection) / translated with an introduction

and notes by Healy, John F. . London: Penguin Books

Plutarch (Ed.). (1910). Life of Julius Caesar / Sir Thomas North's translation ; edited for schools London:

Macmillan.

Plutarch's life of Julius Caesar provides interesting insight into how he was viewed by other ancients

(but it must be acknowledged that Plutarch is from a later period, and that this work is constructed as

a parallel life to Alexander the Great. This aspect has very significant impact on how this text is

constructed and how the content and context should be interpreted.

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 (1st ed ed.). Austin: University of Texas

Press.

Riggsby's work is especially useful when studied in conjunction with Caesar and Cicero as primary

sources on the wars during Caesar's career. It gives important insight into the construction and purpose

of Caesar's work in particular.

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Sallust 86-34 B.C. (2010). Selections. Catiline's conspiracy : The Jugurthine War ; Histories; translated

with an introduction and notes by William W. Batstone (W. Batstone, Trans.). Oxford Oxford

University Press.

Shakespeare, W., -. (1919). Julius Caesar (5th ed., reprinted with additions ed.). Cambridge: University

Press.

In studying Julius Caesar it is important to acknowledge Shakespeare's play and the influences this play

has had on contemporary images and interpretations of Caesar. A deconstruction of some passages

and/or quotes from Shakespeare's play (especially the Ides of March) need to be done. Students need to

be informed of whether what they believe they know about Caesar from contemporary texts is based on

primary sources, or secondary sources such as Shakespeare's play.

Softschools.com. (2005-2009). Julius Caesar Timeline. Timelines Retrieved 20 April, 2013, from <a

href="http://www.softschools.com/timelines/julius_caesar_timeline/33/">Julius Caesar

Timeline</a>

This timelines is a good reference points to important events in Julius Caesar's life. A good online

reference point for students.

Suetonius. (2009). The Twelve Caesars [electronic resource]

Suetonius’ work is an important source on Caesar, when understood in its own context and this

electronic version means the text is accessible to students online, which is an added advantage.

Talbert, R. (Ed.). (1988). Atlas of classical history. London: Routledge.

Talbert's Atlas is an invaluable source for any and every topic in Greco-Roman history, as it provides

many maps outlining the different stages of various empires, including the Roman Republic and later

Empire. These maps are clearly labelled and can be easily integrated as a visual aid for understanding

Caesar's campaigns in Gaul, the significance of the Rubicon boundary and the span of the Roman world

at different points throughout his life.

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The History Channel. (2013a). Coroner's Report: Julius Caesar Retrieved 24 April, 2013, from

http://www.history.comhttp://www.history.com/videos/deconstructing-history-colosseum.

This video gives an engaging contemporary perspective on Caesar's death, and as such serves as a

good introduction to the topic. Although it does not address the motives or concept of political

assassination, it does address the manner of his death in modern language and terms.

The History Channel. (2013b). Rome: Ancient Supercity Infographic Retrieved 19 April, 2013, from

http://www.history.com/interactives/ancient-rome

Welch, K., & Powell, A. (Eds.). (1998). Julius Caesar as artful reporter : the war commentaries as political

instruments. London: Macmillan.

Welch’s book is an excellent resource for the study of the syllabus content “impact of personality on

career; significance of his writings.” These works pay great attention to the literary construction of

Caesar’s Gallic Wars and Civil Wars as works in context.

Woolf, G. (2007). Et tu, Brute? : the murder of Caesar and political assassination. Cambridge: Harvard

University Press.

Woolf’s book is important in understanding the motives behind Caesar’s political assassination, a major

component of this unit of work. Can be used in conjunction with Plutarch’s work on the subject.

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4. An analysis of a selected non-print resource in terms of its usefulness. You need to provide a description of the resource, reasons for selection, suggestions for use and how it augments and promotes the syllabus outcomes and enhances the learning experience. You should also provide an outline of when the source could be incorporated into the teaching/learning cycle and other resources that may complement it.

Julius Caesar’s story has been adapted to film many times in both drama and documentary forms,

especially when the adaptations of Shakespeare’s plays are included in the count. Unfortunately the

adaptations are in many respects often entirely or mostly based on Shakespeare’s play, and although

this does not mean that they are useless to historical study, it does mean that they must be

approached with a critical eye prepared to use them within the process of historical inquiry.

Two recent adaptations are the 2005-2007 TV series “Rome” and the 2010 BBC “Rome: The Rise and

Fall of an Empire.” The first is a dramatic TV series, corroboratively written and directed by eleven men.

It is a vivid and often graphic reproduction of Caesar’s Rome, including the narrative of the end of

Caesar’s career; from Gaul 52 B.C to assassination 44 B.C. The second is a “docudrama;” (Piano,

Emmert, Gardner, & Gardner, 2008) a combination of interviews with historians and experts, as well as

fictionalised footage that explores a comprehensive narrative of the Roman Empire, with the third

episode of the series focusing on Caesar’s life and career. These resources can complement each other

as valuable non-print resources in the unit of work on Julius Caesar. Although the plot of the TV series

Rome is a questionable combination of fiction, sourced information and theatrics, a reason for

selecting this source is in its visual construction of the Roman world through special effects and

costuming. The series is visually stunning and engaging to students who traditionally have only the

imagery of the ancient sources and their own imaginations. This series usefulness in the classroom is

somewhat limited. Firstly, the television series is rated unsuitable for viewers under 15 due to its

explicit nature, so the only acceptable approach to using this source in the classroom without

problems of consent is to use selected clips available on Youtube. For example, The Triumph of Julius

Caesar (From HBO Rome) (Milius, MacDonald, & Heller, 2005-2007) The content on Youtube is

usually screened for both copyright and explicit content before it is published, but any clips drawn

from the series available online should still be approached with caution. If screening is permissible,

this resource can enhance student learning experience of this unit on Julius Caesar through providing

a tool for visual engagement.

Both of these sources augment and promote four of the nine syllabus outcomes for this unit of work:

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

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H3.6 plan and present the findings of historical investigations, analysing and synthesising

information from a range of sources

Each of these outcomes is concerned with the development of a student’s capability to approach

sources analytically. The historical sources that the TV series is based on are explored in the ‘making

of’ videos that are also available on Youtube: The Making of HBO ROME 1 (Milius et al., 2005-2007)

The BBC docudrama more explicitly acknowledges the sources of its conclusions and interpretation of

Caesar throughout the narrative and historian insights that underpin the dramatic footage.

The unit of work overview suggests that these sources be used as initial stimulus material at the start

of the unit, to engage students in the world of Rome and Julius Caesar through dramatic visual aids.

The BBC documentary-style film is more informative and valid for historical study, and the fact that the

‘story’ of Caesar is contained in a 45 minute episode makes it possible to use throughout the unit of

work in short sections.

The unit of work also suggests that these visual resources be revisited at the end of the unit of work.

This is an useful strategy for assessing the difference in student’s knowledge before and after the unit

of work, thus measuring the success of your teaching and strategies.

Before an initial viewing, the class should perhaps discuss their preconceptions of Julius Caesar as a

personality. A critical discussion of these visual resources has the potential to not only reveal to the

students was their existing knowledge is based on, but also help them to deconstruct it by revealing

its source.

References

Milius, J., MacDonald, W. J., & Heller, B. (2005-2007a). The Triumph of Julius Caesar (From HBO Rome)

[videorecording]. Rome. The complete series, from

https://www.youtube.com/watch?v=RGYI1UHK5jM

Milius, J., MacDonald, W. J., & Heller, B. (2005-2007b). The Making of HBO ROME 1 [videorecording].

Rome. The complete series, from https://www.youtube.com/watch?v=Gbz7yjN1opk

Piano, R., Emmert, A., Gardner, N., & Gardner, R. (Writers) & A. Emmert & R. Gardner (Directors).

(2008). Episode 3: Julius Caesar. In Gardner Films (Producer), Rome: The Rise and Fall of an

Empire: A&E Television Networks.