1. Using the journals kept while reading the play, conduct a trial or debate to determine the guilt of the conspirators. One group will attack the conspirators, while the other group will defend them. Employ the journals to write an essay defending their positions.
2. Using the journals as a basis, conduct an election between Caesar and Brutus. One group will act as Caesar's campaign staff while the other will serve as Brutus's. Design and present political posters, campaign speeches, video commercials, etc. to support their chosen candidate.
3. Have students vote to decide if Caesar should have been assassinated. Have students compare their votes now to the vote taken after Caesar's speech (III. i. 5873). Did they vote the same way the second time? Why or why not?
4. Write eulogies for Caesar, Brutus, Cassius, and/or Portia.
5. Write a poem or rap to summarize a particular scene in the play or the play as a whole.
6. Conduct readers' theater versions of key scenes in the play. The following scenes readily lend themselves to this activity:

• • The confrontation between Flavius, Marullus, and the commoners (I.i. 1-63)
• • The murder of Caesar (III.i. 31-83)
• • The funeral speeches of Brutus and Antony (III.ii. 12-264)
• • The triumvirate making their death lists (IV. i. 151)
• • The argument between Brutus and Cassius (IV.iii. 1-122)
• • The death of Brutus (V.v. 15-51)
• • The triumvirate's triumph (V.v. 52-81)
  7. What is the relationship between a person's individual faults and his or her abilities as a leader? (pages xxiii-xxiv)
  8. After reading Sylvan Barnet's "Julius Caesar on Stage and Screen" (pages 233-245), write an essay or present an oral history of the production of Julius Caesar.
  9. After reading "The Source of Julius Caesar" (pages 137-182), write an essay or present an oral report that compares and contrasts Shakespeare's play with Plutarch's original version.