Lesson Plan on "Pros"vs."Cons"

1. Consider the question: Are the conspirators justified in killing Caesar? • Divide the class into two groups. I ndividuals in each group will keep journals during the course of their reading.
   Group one will look for evidence supporting the conspirators' actions. For example:

   
   Caesar's physical limitations (I ii 95-131)
   Why should Caesar be king? (I.ii. 135-141)
   The fate of Marullus and Flavius (I.ii. 281-287)
   Brutus's reasons for killing Caesar (I.i. 10-34)
   Group two will look for evidence refuting the conspirators' actions. For example:

   
   Caesar refuses the crown (I. ii. 220-246)
   Caesar's will (III.ii. 240-244 and 249-254)
   • At the end of Caesar's speech (III. i. 58-73), have students vote to decide if he should be assassinated. Have them defend their votes in a short essay.

2. Consider the question: What are the qualities of a good leader? Divide the class into two groups. Individuals in each group will keep journals during the course of their reading. Group one will look for evidence documenting the leadership qualities displayed by Caesar and the weaknesses of Brutus as a leader. For example:

   
   • Caesar's strengths as a leader:
   An able general (I.i. 32-24)
   A shrewd judge of people (I.ii. 192-195 and 198-210)
   • Brutus's weaknesses as a leader:
   Not a shrewd judge of people (I.ii. 307-322)
   Rigid ethics (IV.iii. 65-83)
   Group two will look for evidence documenting the leadership qualities displayed by Brutus and the weaknesses of Caesar as a leader. For example:

   
   • Brutus's strengths as a leader:
   Puts the good of the country ahead of his own feelings (II.i. 10-34) Inspires loyalty (V.v. 68-75)
   • Caesar's weaknesses as a leader:
   Susceptible to flattery (II. ii. 83-90)
   Excessive pride (III. i. 59-73)
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