Primary Source

Activity

DOCUMENT BASED QUESTION:

How did the Senators justify Julius
Caesar's assassination?
 Research based curriculum. No prep,
rigorous, and relevant lesson to keep
students engaged.

➊ LESSON PLAN
Includes: Big Idea, Objectives, GATE
and EL Supports

❷ STUDENT ACTIVITY
Primary source investigation with 10
guided questions

❸ Document Analysis Scaffold

Scaffold that helps students organize their
ideas and evidence and prepare for an essay ❹ Essay Rubric
A comprehensive rubric that helps
students write a four-five paragraph
essay
  
 
 
THE ROMAN EMPIRE
DBQ: JULIUS CAESAR

LESSON TITLE BIG IDEA STUDENT OBJECTIVE

Establishing context of Empire: How Big Idea: Power is present in all forms (Part 1) Students will determine why
did Leaders rise and fall in Rome? (Optional) Absolute power can corrupt Caesar was assassinated by analyzing
absolutely primary and secondary sources.

Essential Question: How did the Senators (Part 2) Students will evaluate the
justify Julius Caesar's assassination? reasons why Caesar was assassinated
by creating a thesis and supporting
their thesis with historical evidence in
an essay.

LESSON OVERVIEW

Important Note: This is a macabre lesson (after all it’s about murder). Be cognizant that some students may have trauma in
their backgrounds in which they have experienced a loss of a loved one from violence. Preface the lesson for students, by
explaining the importance of discussing death and how we should never trivialize or mock death. This is an important lesson
about the dangers of dictators, greed, power, risks of leadership, ethics and politics.

P U R P O S E OF L E S S O N

By the end of the lesson students will analyze primary and secondary sources, develop a claim (thesis) and defend their claim
with appropriate historical evidence in a four paragraph essay.

TEACHING AND LEARNING ACTIVITIES

1) Prior to lesson: Discuss as a class the dangers of dictatorship. Pose questions, like: “Are there any ‘good’ dictators?”
“Why would some people support ‘dictators?” “What makes a diacator different than a President?” Explain that they
will be learning about one of the most famous dictators of all time, Julius Caesar.
2) (ELLs) Define key terms prior to the lesson: Assassination, justified, just, senator, dictator, dictatorship, republic,
military ruler.
3) (Optional) Students conduct research themselves about Julius Caesar's life using the internet and take notes and
read the timeline.
4) Read the student materials (Student Activity). As a class read Sources 1-4 and annotate (Highlight as indicated in
the directions) as a class. Depending on the needs of your class, students may answer text dependent questions
independently, in groups or as a class. Note: Remember to discuss sources. Why are some sources more believable,
reliable or credible than others?
5) After students answer all of the text dependent questions, students will then fill out DBQ Scaffold and begin writing
their 4- paragraph essay to answer the question: How did the Senators justify Julius Caesar's assassination?
6) (Accelerated Learners- GATE) Students may not be satisfied with the five sources presented, challenge your
students to find additional information to determine How did the Senators justify Julius Caesar's assassination?
7) Use the Rubric to help guide student’s writing.
 THE ROMAN EMPIRE
DBQ: How did the Senators justify Julius Caesar's assassination?

Source: Von Piloty, Karl.​ The Murder of Caesar. ​Lower Saxony State Museum, 1865.

ESTABLISHING CONTEXT

Rome was ruled by a Roman general named Julius Caesar around 2000 years ago. He is a controversial figure in history
because of his illustrious military career, his savvy political maneuverings, his writings, his many complicated relationships
and of course the way he died. Many people of Rome adored and worshiped Caesar, many despised and feared how he
consolidated power and became dictator. He was assassinated in broad daylight by sixty senators.

After Caesar was killed, Cassius and Brutus, two of the assassins fled and tried to raise an army to fight Caesar's adopted son
Octavian inherited Julius Caesar's fortune and became Rome’s new leader and Marc Anthony (his good friend). Octavian
would win the war and become the first Emperor of Rome at the age of eighteen.

Your Task is to determine, based on the evidence,

How did the Senators justify Julius Caesar's death?
 ESTABLISHING CONTEXT
Timeline of Caesar's life
July, 12th 100 BCE Julius Caesar is born

84 BCE Elected to be a ​Flamen Dialis (powerful position) with the help of his
uncle C. Marius

84 BCE Marries Cornelia (first wife)

80 BCE Won the "civic crown" of oak‑leaves for saving a Roman's life at the
storming of Mitylene.

76 BCE Elected to Tribunus Militum

67 BCE Married (2) Pompeia, Pompey's cousin (they divorce in 62 BCE over
the “Bona Dea” scandal).
Helped to carry Lex Gabinia, giving Pompey command against the
Mediterranean pirates.

62 BCE He became Praetor: suspended by the Senate for opposition but at

once restored with an apology.

60 BCE Formed with Pompey and Crassus "The First Triumvirate" (An alliance
between the three men in which they ruled together).

59 BCE Married (3) Calpurnia (remains married to help until his death)
Caesar's daughter Julia married to Pompey. She dies in 55 BCE in
childbirth.

58-51 BCE Caesar leads successful Military Operations in Gaul, Germany and
Britain.

49 BCE Senate decreed that Caesar should disband his army: He refused and
he crossed the Rubicon river, which meant civil war (he was going to
attack Rome).

49- 44 BCE Declares himself dictator and remains dictator until his
assassination.

47 BCE Meets Cleopatra and makes her “Queen of Egypt” and gives birth to
Caesar's son, nicknamed Caesarion.

March 15, 44 BCE Caesar is assassinated by the Senate

 INTRODUCTION

The Assassination of Julius Caesar

“...[Caesar] calling in Greek to his brother, bade him come and help. And by this time, finding himself struck by a
great many hands, and looking around about him to see if he could force his way out, when he saw Brutus with his
dagger drawn against him, he let go Cascas hand, that he had hold of and covering his head with his robe, gave up
his body to their blows. And they so eagerly pressed towards the body, and so many daggers were hacking
together, that they cut one another; Brutus, particularly, received a wound in his hand, and all of them were
besmeared with the blood.”

Source: Plutarch: T​ he Assassination of Julius Caesar​, from Marcus Brutus (excerpts).

Directions: Highlight in YELLOW evidence that indicates that Julius Caesar's assassination would be JUSTIFIED . Highlight in
PINK evidence that indicates Julius Caesar's assassination would not be justified. On Lined paper or on an online document
answer the following questions in complete sentences. Use evidence from the text.

SOURCE 1
While Caesar was in Gaul (trying to gain more territory for the Roman Empire) he ordered some laws to be carried
out while he was away (BC 58-521).
(Law 1)
“Caesar passed a law that grain should hereafter be distributed to the Roman people free of all expense.”
(Law 2)
“To carry out the second part of his task was not so easy—to remove from the senate its chief leaders.”

Source: Morey, William C. ​Outlines of Roman History: To the Revival of the Empire by Charlemagne. ​New York:
American Book, 1901.

1. Why would the people of Rome like and respect Caesar?

2. Why would the people of Rome NOT respect Caesar?

 SOURCE 2
“...And the period of those wars which he now fought, and those many ...expeditions in which he conquered Gaul,
showed him to be a soldier and general not in the least inferior to any of the greatest and most admired commanders
who had ever appeared at the head of armies. For if we compare him with the Fabii, the Metelli, the Scipios, and with
those who were his contemporaries, or not long before him, Sylla, Marius, the Luculli, or even Pompey himself, whose
glory, it may be said, went up at that time to heaven for every excellence in war, we shall find Caesar's Actions to have
surpassed them all.”

Source: Plutarch, 75 CE.

3. What is Plutarch’s claim/argument about Julius Caesar?

SOURCE 3
“Caesar was proclaimed the Father of his Country and chosen dictator for life and consul for ten years, and his person
(body) was declared sacred and inviolable. It was decreed that he should transact business on a throne of ivory and
gold; that he should himself sacrifice always in triumphal costume; that each year the city should celebrate the days
on which he had won his victories; that every five years priests and Vestal virgins should offer up public prayers for his
safety; and that the magistrates immediately upon their inauguration should take an oath not to oppose any of
Caesar's decrees. In honour of his birth the name of the month Quintilis was changed to July. Many temples were
decreed to him as to a god, and one was dedicated in common to him and the goddess Clemency, who were
represented as clasping hands. Thus whilst they feared his power they sought his clemency.”

Source: Appian. T​ he Civil Wars, Book II.​ 165 CE.

4. List three changes Julius Caesar made as Dictator. What change would make you disagree with the most and why (if
you were a senator or citizen of Rome)?

5. Based on this excerpt why would the senator want to assassinate Caesar?

6. Examine the Source. What is problematic about using this source to understand the motives of the senators?
 SOURCE 4
“The arrival of Caesar was welcomed by all the boroughs and colonies with honour and affection beyond belief; for it
was his first coming since the glorious campaign against a united Gaul. Nothing was omitted (left-out) that wit could
devise for the decoration of gates, roads, and every place where Caesar was to pass. The whole population, with the
children, went forth to meet him, victims were sacrificed everywhere, festal couches, duly spread, occupied
market-places and temples, so as to anticipate, if possible, the joy of the triumph so long, so very long expected. Such
was the magnificence shown by the richer folk, such the eagerness of the humbler sort.”

Source: Caesar, Julius. ​Caesar: Gallic War​. 52-51 BCE.

7. How does Caesar describe himself? Provide examples from the text.

8. Should we trust this source? Why or why not?

9. If this account is accurate, how does this help answer the DBQ? Explain your reasoning.

10. Examine the timeline and when it was written. When did he write this account and what was his position in Rome?
What is the Question you will investigate?_______________________________________________________________________________

HISTORICAL THINKING YOUR RESPONSE

QUESTIONS

Establishing Context:
1. When did this event happen?
2. Where did this event happen?
3. What happened and why did it
happen?
4. Who was involved?

Finding Evidence: Evidence and Analysis (Quote from text) and source Analysis: ​How does that Quote show a
5. Select three pieces of evidence, reason why the Senators would want to
or quotes that would help answer Quote #1: assassinate Caesar? (use your own words)
the DBQ question. Make sure they
would support an answer to your
DBQ question. (Ask yourself: Does
this evidence help answer the
question?)

Note: Write the Author’s last name

and year of publication at the end,
example:
“This is a great piece of evidence”
(Epictetus, 120).
Finding Evidence Continued... Quote #2: Analysis: ​How does that Quote show a
reason why the Senators would want to
assassinate Caesar? (use your own words)

Quote #3: Analysis: ​How does that Quote show a

reason why the Senators would want to
assassinate Caesar? (use your own words)

Develop a Claim/Thesis Based on

your Evidence:
6. Based on the evidence, what do The three main reasons why the Senators assassinated Julius Caesar were….
you think the answer is to the DBQ
question?
1)_____________________________
2)_____________________________
3)_____________________________
 SCORI NG RUBRIC
Category Mastery (4) Proficient (3) Developing (2) Novice (1)

Introduction Student included a strong, factual Student included a factual introduction Student included very few details in Student did not include
Includes an introduction that introduction with many details about with a few details about the context of their introduction. Student included 1-3 details about the
accurately establishes context the context of the question. Student the question. Student included 2-3 sentences of background information, historical situation. And/
or student did not
(Who, what, where, when, who) and included detailed background sentences of background information but did not adequately explain the include factual or
restates the Document based information with dates, locations, with some dates, locations, people and context (background) of the question. accurate information and
Question. people and events leading up to the events leading up to the DBQ question And/ or Student’s introduction did not student did not include a
DBQ question and Thesis statement. and Thesis statement. include a restatement of the DBQ restatement of the DBQ
question.
Question.

Thesis Statement Student included a historically Student included a historically accurate Student attempted to included a Student did not attempt
Presented a historically accurate accurate and consistent thesis thesis statement in the introduction but historically accurate thesis statement in to include a thesis
thesis statement that responds to statement in the introduction that may not satisfactorily answer the DBQ the introduction but students did not statement and/or their
Thesis did not answer the
the Document Based Question in the satisfactorily answers the DBQ question. adequately answer the DBQ question DBQ question.
Introduction. question. and/or part of their thesis is historically
inaccurate.

Provided Historical Evidence Student included 1-2 pieces of Student included 1-2 pieces of evidence Student attempted to include evidence Student either put
Uses multiple pieces of evidence evidence from a wide range of from multiple sources that supports that supports their thesis but the evidence that did not
from the documents and sources sources that accurately supports their thesis statement per paragraph. evidence does not support thesis. support their thesis or
did not attempt to
that accurately supports the thesis their thesis statement per paragraph. The evidence provided is appropriately Student only included 1-2 pieces of provide evidence in their
statement and is appropriately The evidence provided is cited and referenced. Some evidence evidence throughout their essay and/or essay.
cited. appropriately cited and referenced. may not accurately or sufficiently was not cited or references correctly.
support their thesis.

Document (Source) Analysis Student’s evidence is accurately and The student’s evidence is accurately The student’s evidence is discussed but Student did not attempt
The evidence is evaluated and a extensively evaluated and a discussed and connects the evidence to misinterprets the evidence and/or did to analyze or evaluate
discussion about how the evidence discussion about how the evidence the thesis statement. not adequately connect to their thesis their evidence and/ or
their interpretation
supports the thesis is presented. supports the thesis is presented in statement. conflicts with their thesis
every body paragraph. statement.

Conclusion Student included a restatement of Student included a restatement and Student included a summary of their Student did not attempt
Includes a restatement and their thesis and evidence. Student’s summary of their thesis and evidence. thesis and evidence but did not discuss to summarize or restate
summary of the thesis and evidence. historical argument is convincing and Conclusion discusses the importance of why the topic/ question is important their thesis and/ or did
not connect to the topic
Conclusion discusses the consistent. Conclusion discusses the the question/topic. and/ or their summary contradicts their importance.
importance of the question/topic importance of the question and why thesis.
and why it is worthy of examination. it is worthy of examination.