Course Syllabus

Lesson

Objectives

Quiz

Assignment

1: Julius Caesar, Act I

• Identify at least three physical characteristics of the original Globe Theater (e.g., open-air design, tiered seating, "The Heavens") and explain how these features influenced Shakespeare’s writing of stage directions and dialogue.
• Describe the social status of actors during the Elizabethan era and identify the historical reasons why women were prohibited from performing on stage.
• Explain the concept of "creative license" by providing two examples of how Shakespeare altered historical facts in Julius Caesar to enhance dramatic effect (e.g., the location of Caesar's death or the timeline of events).
• Define iambic pentameter and correctly scan a line of Shakespearean verse to identify the pattern of five unstressed and stressed syllables.
• Differentiate between a monologue, a soliloquy, and an aside by providing a definition for each and explaining the specific purpose of each dramatic speech in a play.
• Classify characters from Act I, Scene 2 (such as Brutus or Cassius) as "round," "flat," "static," or "dynamic," providing textual evidence to support the classification.
• Analyze the conflicting motivations of Brutus and Cassius in Act I, Scene 2 by citing specific lines that reveal their differing views on Caesar’s rise to power.
• Summarize the warnings given to Caesar in Act I (e.g., by the Soothsayer) and evaluate Caesar’s character based on his immediate reaction to these warnings.
• Compare and contrast the reactions of the Roman commoners (the "vulgar") toward Caesar with the reactions of the noble tribunes, Flavius and Marullus, in Act I, Scene 1.

Lesson 1 Quiz (15 Questions, 1 Point Each)

No Assignment

2: Julius Caesar, Act II

• Identify and define archaic word forms used by Shakespeare, such as "thou," "thee," "thy," and "wherefore," and translate them into modern English equivalents.
• Explain the concept of blank verse and iambic pentameter, and differentiate between the speech patterns of noble characters and lower-class "common" characters in the play.
• Define foreshadowing and cite at least two examples from the text (e.g., the soothsayer's warning or Calpurnia’s dream) that provide clues about Caesar's future.
• Paraphrase complex passages from Act II, such as Brutus's "serpent’s egg" soliloquy, to demonstrate an understanding of the character's internal logic and motivations.
• Compare and contrast the motivations of Brutus and Cassius for conspiring against Caesar, specifically highlighting Brutus's concern for the "general good" versus Cassius's personal resentment.
• Analyze the internal conflict of Brutus by identifying text evidence that shows his struggle between his personal friendship with Caesar and his duty to Rome.
• Evaluate Caesar’s character traits (e.g., pride, superstition, and confidence) based on his interactions with Calpurnia and Decius Brutus in Act II, Scene 2.
• Describe the role of Portia in Act II and explain her argument to Brutus regarding the nature of their marriage and his "sick offense within [his] mind".

Lesson 2 Quiz (15 Questions, 1 Point Each)

Lesson 2 Assignment - To Die or Not to Die? (75 Points)

3: Julius Caesar, Act III

• Identify and define the three types of irony—verbal, situational, and dramatic—and locate one specific example of each within Act III.

• Analyze the use of rhetorical appeals (ethos, pathos, and logos) in the funeral orations of Brutus and Antony, citing specific textual evidence for each appeal.

• Describe the function of the "mob mentality" in Act III, Scene 3, and explain how Shakespeare uses the death of Cinna the Poet to illustrate the breakdown of social order.

• Identify the specific reasons and justifications Brutus provides for the assassination of Caesar during his speech to the Roman citizens.
• Analyze Mark Antony’s use of the word "honorable" in his oration and explain how the meaning of the word shifts through the use of verbal irony.
• Compare the effectiveness of Brutus's and Antony's speeches by evaluating the immediate reaction and subsequent actions of the Roman plebeians.
• List the key terms of Caesar's will as revealed by Antony and assess how this information serves as a turning point for the audience's perception of the conspirators.

Lesson 3 Quiz (15 Questions, 1 Point Each)

Lesson 3 Assignment - Julius Caesar Poster (75 Points)

4: Julius Caesar, Act IV

• Analyze the shifting power dynamics within the second triumvirate by citing specific dialogue from Act IV, Scene 1 that reveals Antony’s true opinion of Lepidus.

• Identify and explain the source of the conflict between Brutus and Cassius in Act IV, Scene 3, and evaluate how their argument reflects the "troubled" state of their alliance.

• Compare and contrast the leadership styles of the conspirators (Brutus and Cassius) with those of the triumvirate (Antony and Octavius) using examples of their decision-making in Act IV.

• Analyze the significance of Caesar’s ghost's appearance to Brutus and formulate a prediction for Act V based on this supernatural encounter.

• Define and apply five contextual vocabulary words from Act IV (e.g., chastisement, covetous, rash) by using them correctly in a written summary of the act's key events.

• Identify the specific tactical errors and misunderstandings (such as Cassius’s misinterpretation of Titinius’s actions) that lead to the final defeat of the conspirators.

• Analyze Brutus as a "tragic hero" by identifying his tragic flaw and explaining how it contributes to his eventual downfall in the final scenes.

• Evaluate Antony’s final tribute to Brutus as "the noblest Roman of them all" and determine whether the text supports this assessment based on Brutus's actions throughout the play.

• Describe the resolution of the play's themes—such as fate versus free will and the consequences of ambition—by explaining how these themes are finalized through the deaths of the main characters.

• Interpret three significant quotations from Act V and explain their importance to the play’s overall message or character development.

Lesson 4 Quiz (15 Questions, 1 Point Each)

No Assignment

5: Julius Caesar, Act V

• Define the characteristics of a Shakespearean "tragic hero" and identify how Brutus fits this definition by citing his specific "tragic flaw" mentioned in the text.
• Identify and explain the function of a literary "foil" by comparing the contrasting personality traits and behaviors of Brutus and Cassius during their final interactions.
• Explain the literary device of a soliloquy and describe how Shakespeare uses it to directly present a character's inner turmoil and personal choices.
• Differentiate between the reasons for a character's action and its actual outcome, using Brutus's decision to act for "honor" as a primary example.
• Analyze the shifting power dynamics between Octavius and Antony at the start of Act V, Scene 1, by describing their disagreement over battle tactics.
• Identify and define the key Act V vocabulary terms—including fawned, presage, and fell—and apply them correctly within the context of the play's events.
• Interpret the significance of omens in the play, specifically explaining the symbolic meaning of the eagles being replaced by ravens, crows, and kites in Cassius’s speech.
• Summarize the final farewell between Brutus and Cassius, and explain why they believe this may be the last time they ever speak to one another.

Lesson 5 Quiz (15 Questions, 1 Point Each)

No Assignment

Midterm Exam (50 MC Questions, 3 Points Each & Midterm Project: Who is the Hero?, 150 Points)

6: Conscientious Objections

• Identify and define the literary device of parallelism by citing specific examples of repeated word patterns or grammatical structures in both contemporary speeches and the text of Antigone.
• Differentiate between direct and indirect characterization by providing examples of how Sophocles reveals the traits of Antigone and Creon through their dialogue and actions.
• Identify examples of personification and imagery within the play and explain how these devices enhance the emotional tone of the tragedy.
• Distinguish between the denotation (literal definition) and connotation (emotional association) of key words used in the play, such as "doddering" or "headstrong," to analyze character attitude and tone.
• Explain the historical role of the Chorus and the Choragos in Greek tragedy, specifically their function in providing background information, commentary, and context for the audience.
• Describe the physical and social conventions of ancient Greek theater, including the use of outdoor amphitheaters, all-male casts, and masks.
• Define the concept of the Fates in Greek mythology and analyze how the theme of a "predetermined fate" influences the actions and tragic outcomes for the children of Oedipus.
• Summarize the primary external conflict between Antigone and Creon regarding the burial of Polyneices and identify the internal conflicts faced by Antigone and Ismene.
• Define "conscientious objection" and compare the motivations of historical figures like Muhammad Ali or Desmond Doss to Antigone’s decision to defy Creon’s decree.
• Evaluate the universal themes presented in the play (e.g., loyalty to family vs. law, the consequences of pride) and explain how these themes allow the story of Antigone to be adapted into different cultural contexts.

Lesson 6 Quiz (15 Questions, 1 Point Each)

Lesson 6 Assignment: Motivating Values and Foil Characters (75 Points)

7: Doing Things for Others

• Define the term "altruism" and explain the scientific and philosophical debate regarding whether "pure" altruism truly exists.
• Identify and correctly use the lesson's key vocabulary words—expend, ulterior, and discerning—in original sentences related to human behavior.
• Distinguish between altruistic motivations and selfish motivations by categorizing examples of "good deeds," such as holding a door open or donating a kidney.
• Analyze an informational text to summarize why researchers believe there is a link between a sense of fairness and altruistic actions in infants.
• Apply the "Personal Connections" reading skill by writing a reflection that relates the lesson’s essential question—Does altruism actually exist?—to a personal experience of helping others.
• Evaluate the influence of social factors (e.g., reputation, praise, or guilt) on individual decision-making by citing examples from the CBS story about the "Good Deeds" van.

Lesson 7 Quiz (15 Questions, 1 Point Each)

No Assignment

8: Can You Change Who You Are?

• Identify and define five key vocabulary words (encroach, vignette, extricate, ascend, tentative) and apply them correctly in comprehension exercises.
• Distinguish between and provide examples of three literary devices—simile, metaphor, and imagery—within the context of the assigned readings.
• Analyze how an author's past choices and life experiences impact the narrative voice and character development in a short story.
• Differentiate between the indicative mood (stating facts) and the subjunctive mood (expressing wishes, suggestions, or hypotheticals).
• Construct sentences using the subjunctive mood to describe hypothetical situations or "what if" scenarios related to personal growth.
• Develop a three-paragraph personal essay that illustrates a significant change in behavior, attitude, or belief.
• Organize the essay into a clear chronological structure:
  • Paragraph 1: Describe "how you used to be" with specific examples.
  • Paragraph 2: Narrate the specific "event that prompted change".
  • Paragraph 3: Reflect on "how you are now" as a result of that event.
• Apply prewriting and outlining strategies to ensure each paragraph contains a topic sentence, supporting details (stories or examples), and effective transitions.
• Evaluate and edit the final draft for voice, flow, and mechanical accuracy, including proper paragraph indentation and grammar.

Lesson 8 Quiz (15 Questions, 1 Point Each)

Lesson 8 Assignment - Charges (75 Points)

9: Consequences of Change

• Identify three specific methods the Incas used to expand their empire and explain the factors that led to its rapid collapse after the Spanish arrival.
• Summarize the role of environmental factors, such as deforestation and drought, in the collapse of the Maya civilization.
• Compare and contrast the societal structures and eventual downfalls of the Inca and Maya empires based on the provided texts.
• Argue, using examples from the text (such as automobiles or space exploration), how modern technological advancements have resulted in both benefits and environmental costs.
• Outline at least two ethical risks identified by Paul Scott Anderson regarding the terraforming of Mars.
• Correctly define and use Lesson 9 vocabulary terms—such as conquistador, treacherous, and pristine—in original sentences.
• Identify and construct "if/then" sentences using the conditional mood to express cause-and-effect relationships.
• Explain how verb tenses (past, present, or future) change within the conditional mood depending on the condition being proposed.

Lesson 9 Quiz (15 Questions, 1 Point Each)

No Assignment

10: The Meaning of Courage

• Define courage as the act of overcoming fear to do what is necessary, distinguishing it from a simple lack of fear.
• Categorize different forms of courage, such as physical courage (e.g., firefighters) and moral courage (e.g., standing up to a bully), using examples from the text.
• Select three figures from the lesson's historical list and explain how their specific actions impacted society or challenged existing beliefs.
• Describe a scenario where personal conviction requires courage, using the examples of Muhammad Ali or Socrates as a basis for their argument.
• Research and add a new historical figure to the existing list, providing a brief description of that person's courageous acts and their broader influence.
• Compare the risks faced by activists like Ida B. Wells or Malala Yousafzai with the personal challenges faced by individuals like Helen Keller.
• Identify one personal area where they can apply the concept of courage in their daily lives.

Lesson 10 Quiz (15 Questions, 1 Point Each)

No Assignment

Final Exam (50 MC Questions, 3 Points Each & Final Project: Speech on What Courage Means to You, 150 Points)