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Julius Caesar

Julius Caesar. Mrs. French English II. Julius Caesar. Written in 1599 Setting: Rome’s transition from a Republic to an Empire From 509 BC for four and a half centuries, Rome was a Republic Two elected consuls that served for a year

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Julius Caesar

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  1. Julius Caesar Mrs. French English II

  2. Julius Caesar • Written in 1599 • Setting: Rome’s transition from a Republic to an Empire • From 509 BC for four and a half centuries, Rome was a Republic • Two elected consuls that served for a year • Powerful Senate which proposed laws and oversaw officials

  3. Expansion of Republic • Expanded through wars, spread over great areas • Generals became more powerful and began to ignore the Senate • They felt important • They brought in riches, land, and slaves

  4. 60 B. C. Important People • Crassus, wealthy nobleman • Pompey the Great and Julius Caesar, two generals • When Crassus died, Pompey and Caesar both wanted power and control • Both grew in strength • 48 B. C. Caesar overtook Pompey in the battle field

  5. Julius Caesar • Play opens in 44 B. C. • Caesar is returning victorious from war campaign and Pompey’s defeat • There is a time crunch here between the parade the Feast of Lupercal • Opening scene shows there are still Pompey supporters

  6. Julius Caesar • Caesar would like to establish a monarchy, rather than a republic • He pretends he doesn’t want a crown offered him • Many people (Brutus included) do not want to see the people-representing republic end.

  7. For the Sake of Interest • Shakespeare took an historical subject (from Plutarch’s History) • He changed some incidents and some timings

  8. Issues addressed • Shakespeare confronts difficult issues of that time in history, his time, our time • What form of government IS best? • When does power become tyranny? • How can a person balance personal concerns with public interest? • Is assassination ever justified?

  9. Roman Times

  10. The Five Act Play • Act I – EXPOSTION • You will learn all you need to know for the play; everything you learn has a purpose; it may get confusing, but will play out

  11. The Five Act Play • Act II – RISING ACTION • Situations keep advancing and getting more complicated

  12. The Five Act Play • Act III – The Climax • The turning Point of the play; things can no longer continue as they were and the story line moves toward the conclusion. Outcome will begin to become clear.

  13. The Five Act Play • Act IV – FALLING ACTION • The play begins to unwind and the audience begins to see the resolution

  14. The Five Act Play • RESOLUTION -- Everything is resolved. To the Elizabethans, this means • Evil is corrected • Order is restored • Justice is meted out • Harmony and balance have been established

  15. Tragedy • English plays grew out of Greek theatre • To the ancient Greeks -- • A tragedy is not a sad story • The audience doesn’t go home sad, but enlightened: they have learned something

  16. Tragic Hero • Tragic hero has a flaw in his character that leads to his own downfall • The tragic flaw (the character’s weakness) makes him make bad decisions. • Do any characters in this play have a tragic flaw? • Could these flaws be corrected?

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