You have been transported back in time to March 44 B.C. to the Roman Republic. A plot to assassinate Gaius Julius Caesar -- the great Roman statesman, rhetorician, and military hero -- is set to be carried out on March 15. Standing among the senators and those conspiring against Caesar, you have the power to speak up. Should Caesar be saved or should he be condemned to death? It's your choice.

The Task:

After gathering as much information as you possibly can on Gaius Julius Caesar, you will compose and deliver a speech before your fellow senators (classmates) either in support or in opposition to Caesar.

The Process:

1. Students will be divided into groups of 4.

2. Each student will read about Caesar from the following resources:

3. The group of 4 students must choose a side: 2 students must support Caesar and 2 students must be against Caesar.

4. Return to the articles and take notes on anything you might want to include in your speech. Options include, but are not limited to: family history, personal character/personality, positions held, military accomplishments, awards, and reforms. The notes are to be organized either in a list, chart/table, or web diagram. You may take notes individually or with the help of your partner.

5. Using you notes and working with your partner, formally write your speech in support or in opposition to Caesar.

  • Your speech must have an introduction, body, and conclusion.
  • Introduction: Clearly state your position/argument (either for or against Caesar). Have a strong interest catcher.
  • Conclusion: Have a strong conclusion that would make your audience remember your speech and want to support your argument.
  • Make sure there are no mistakes in spelling, grammar, or punctuation.
6. Submit a written copy of your speech and the notes you took on the articles.

7. Each pair of students will recite their speech in front of the class.

  • Gain and maintain the interest of your audience.
  • Incorporate a visual or prop into your speech.

Stated Objective or PerformanceDescription of identifiable performance characteristics reflecting a beginning level of performance.Description of identifiable performance characteristics reflecting development and movement toward mastery.Description of identifiable performance characteristics reflecting mastery.Description of identifiable performance characteristics reflecting the highest level of performance.
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By the end of the WebQuest, students will have a better understanding of who Julius Caesar was and the controversy that surrounded him. They will read about Julius Caesar from four different sources, each which give their own impression about what Caesar was like as a person. Students will be able to formulate their own opinions using facts to either support of be against Caesar. Students will gain experience in written composition and oral speaking by delivering their speech to the class.

Credits & References:

Students used the following resouces to gather information about Julius Caesar:

"Julius Caesar." Encyclopædia Britannica. 2009. Encyclopædia Britannica Online. 31 March 2009]>.

Arnold Joseph Toynbeealso contributed to the article found on Encyclopaedia Britannica. He is the Director of Studies, Royal Institute of International Affairs, London, 1925–55. Research Professor of International History, University of London, 1925–55. Author of A Study of History and many others.

"Julius Caesar," Microsoft® Encarta® Online Encyclopedia 2008. http://encarta.msn.comencyclopedia_761578066_3/Julius_Caesar.html]> © 1997-2008 Microsoft Corporation.

This article is contributed by Michael S. Cheilik, M.A., Ph.D. Associate Professor of History, Lehman College of the City University of New York. Author of Ancient History: From Its Beginnings to the Fall of Rome.

"Julius Caesar." The Columbia Encyclopedia, Sixth Edition. 2008. 31 March. 2009]>.


PA.R.1.4STANDARD: Types of WritingPA.R.1.4.8.C> Write persuasive piecesPA.R.1.4.8.C.1>--- Include a clearly stated position or opinion.PA.R.1.4.8.C.2>--- Include convincing, elaborated and properly cited evidence.PA.R.1.4.8.C.3>--- Develop reader interest.PA.R.1.5STANDARD: Quality of WritingPA.R.1.5.8.B> Write using well-developed content appropriate for the topicPA.R.1.5.8.B.3>--- Write paragraphs that have details and information specific to the topic and relevant to the focusPA.R.1.5.8.C.1>--- Sustain a logical order within sentences and between paragraphs using meaningful transitions.PA.R.1.5.8.C.2>--- Establish topic and purpose in the introduction.


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