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ASSIGNMENT/ASSESSMENT ITEM COVER SHEET

Student Name:
Sonia FIRST NAME Carpenter FAMILY / LAST NAME
Email: c3109550@uon.edu.au

Student Number: Course Code

3 1 0 9 5 5 0

Course Title
Specialist Studies in History 2
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E D U C 4 1 3 6
(Example)

A B C D 1

Intro to University

Campus of Study: Callaghan 26/04/2013 11:59pm

Assessment Item Title:

Assignment 1b: HSC Depth Study

Due Date/Time:

Tutorial Group (If applicable):

Monday 12-2

Word Count (If applicable):

Lecturer/Tutor Name: Debra Donnelly Extension Granted: Yes

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NB: STUDENTS MAY EXPECT THAT THIS ASSIGNMENT WILL BE RETURNED WITHIN 3 WEEKS OF THE DUE DATE OF SUBMISSION
Please tick box if applicable Students within the Faculty of Business and Law, Faculty of Science and Information Technology, Faculty of Engineering and Built Environment and the School of Nursing and Midwifery: I verify that I have completed the online Academic Integrity Module and adhered to its principles Students within the School of Education: "I understand that a minimum standard of correct referencing and academic literacy is required to pass all written assignments in the School of Education; and I have read and understood the School of Education Course Outline Policy Supplement, which includes important information related to assessment policies and procedures. I declare that this assessment item is my own work unless otherwise acknowledged and is in accordance with the Universitys academic integrity policy available from the Policy Library on the web at http://www.newcastle.edu.au/policylibrary/000608.html I certify that this assessment item has not been submitted previously for academic credit in this or any other course. I certify that I have not given a copy or have shown a copy of this assessment item to another student enrolled in the course. I acknowledge that the assessor of this assignment may, for the purpose of assessing this assignment: Reproduce this assessment item and provide a copy to another member of the Faculty; and/or Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a copy of the item on its database for the purpose of future plagiarism checking). Submit the assessment item to other forms of plagiarism checking. I certify that any electronic version of this assessment item that I have submitted or will submit is identical to this paper version.

DATE STAMP HERE

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Signature:

Sonia Carpenter______________________________________

Date: 26/04/2013_____________

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EDUC4136 A1b: HSC Depth Study

1. Stage 6 Overview

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Preliminary year (incl. 1 term of HSC course)


Term 1 Weeks 1-4 4 weeks 16 hours Part I Introduction a. Investigating the Past: History, Archaeology and Science b. Case study 6 Homer and the Trojan War Term 2 Weeks 1-10 = 10 weeks 40 hours (incorporating 4 hours of assessment) Part II - Ancient Societies, Sites and Sources Option 9 Greek drama (aligns with Part I Case Study 6)

Weeks 5-8 4 weeks 16 hours Weeks 9 and 10 2 weeks 8 hours

Speeches Communication of historical understanding in appropriate forms 10% (of 20%)

Assessment 1 week

Preliminary examination revision as in class source analysis, in class essay Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources 30% (20 + 10 of communication)

Term 3 Weeks 1-6 6 weeks 24 hours

2 weeks

2 weeks

Term 4 HSC course begins Part III Historical Weeks 1-10 Part II - Ancient Societies Investigation 10 weeks Option A Greece: The Bronze Age 40 hours Independent Research Project Mycenaean Society (incorporating 1 week of assessment) Assessment Part III Presentations (of chosen 1 week Take home task, 2 class research) Source analysis exercise hours devoted to peer marking (if time allows) Historical inquiry and research including mandatory historical Source-based skills: investigation 20% analysis, synthesis and evaluation of historical information from a variety of sources 10% (of 20%) Preliminary Examinations Throughout HSC course HSC Essay Practice: Knowledge and understanding of (details next page) practice paper or course content 40% writing task 2.5% each 3 tasks in term 1, 7.5%

EDUC4136 A1b: HSC Depth Study

1. Stage 6 Overview

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Higher School Certificate year (incl. 1 term of HSC exams)


Term 1 Weeks 1-8 8 weeks 24 hours part 1 of 2 Part I Core Study Cities of Vesuvius Pompeii and Herculaneum Term 2 Weeks 1-9 10 weeks 40 hours (incorporating 1 week of presentations on the topics: peer teaching) Part IV - Historical Periods Option P Rome: The fall of the Republic AD 78-31 BC

Throughout HSC course Term 4-3 tasks Term 1-3 tasks Term 2-2 tasks Term 3-4 tasks Weeks 9 and 10 2 weeks (includes trial examinations of other HSC courses)

Assessment HSC Essay Practice: weekly practice paper or writing task 30% total, 2.5% each task 12 short answer tasks, section of past HSC paper, or practice 45 minute essay. Students must complete them all to receive 30 marks and 30% grade, comprised of: 20% (of 40%) Knowledge and understanding of course content and 10% (of 20%) Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources HSC Trial Examinations Research task 20% Knowledge and understanding of Due in Historical inquiry and research week 6 including mandatory historical course content 20% (of 40%) investigation (20 of 20%) Only assesses Part II - Ancient Societies and Part I Core Study Week 10 of Presentations 10% term Communication of historical understanding in appropriate forms (10% of 20%) Term 4 HSC examinations

Term 3 Weeks 1 -6 weeks 24 hours Weeks 6-7 2 weeks 8 hours part 2 of 2 Weeks 8 - 10 3 weeks

Part III Personalities in Their Times Option K Rome: Julius Caesar

Part I Core Study (cont. incorporating revision)Cities of Vesuvius Pompeii and Herculaneum

Essay Workshops - dedicated revision, HSC practice etc. (not assessed) Assessment HSC Essay Practice: weekly practice paper or writing task 2.5% each 4 tasks in term 3, 10%

Throughout terms 1, 2 and 3

EDUC4136 A1b: HSC Depth Study Part III Personalities in Their Times Option K Rome: Julius Caesar

2. Unit Overview

Unit Rationale
Julius Caesar, the equally famous and infamous character of Ancient Rome. This unit provides the opportunity for students to learn about him as a personality in the context of his time. The story of his life and the transition of Rome from Republic to Empire are inseparable, and this unit of work ideally accompanies study of Part IV - Historical Periods when Option P Rome: The fall of the Republic AD 78-31 BC. This unit is, however, designed to be studied independently, for a six week duration during the Higher School Certificate (HSC) year of study. Part III of the NSW Ancient History HSC course (Personalities in Their Times) constitutes 25% of the course time and 25 of the 100 marks in the HSC examination. This unit of work dedicates time to be HSC exam practice and revision as a weekly practice in addition to three short assessable writing tasks. This ensures that students not only gain a holistic understanding of Julius Caesar through an in-depth study of him within in the context of his time; they also are prepared for the situation in which they will be applying this knowledge: the HSC Examination in Ancient History. Within the structure of the HSC program that this unit is designed for, term 3 of the HSC year consists only of minor assessment designed to support student preparation for the HSC in term 4. This is achieved through consistent writing practice tasks that have been running since term 1 of the HSC year. By term 3, there should be 4 of these tasks remaining. During the study of this Julius Caesar unit 3 such tasks are to be completed in the format of the personality question of the HSC; two components of 10 and 15 marks, respectively. It is suggested that this be not the only writing practice the students participate in during this unit of work. Additional to these tasks, the teaching and learning activities suggested in this unit plan allow for writing opportunities while also keeping the learning interactive, variable and engaging.

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan

2. Unit Overview

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Topic: Part III Personalities in Their Times Option K Rome: Julius Caesar

Time: 6 weeks = 24 hours, 24x1hr lessons

Past Paper Questions 2012 (a) Describe the factors which contributed to the death of Julius Caesar. (10 marks) (b) To what extent have the interpretations and images of Julius Caesar changed Inquiry Questions over time? (15 marks) st Why does Julius Caesar remain a household name in the 21 Century; how did he impact 2011 his own time, and how does he impact ours, either similarly or differently? (a) Describe Julius Caesars military activities to 60 BC. How significantly was the career of Julius Caesar shaped by the context of his time? (b) Discuss the nature of Julius Caesars reforms as dictator. Consider significant actions by Caesar within his career. (e.g. Crossing the Rubicon) 2010 To what extent were Julius Caesars relationship (both personal and political) shaped by his (a) Describe the methods Julius Caesar used to advance his career up to 60 BC. familial position and his political objectives? (b) To what extent was Julius Caesar a successful general? If you were a senator in Ancient Rome under Julius Caesars dictatorship, do you believe you 2009 would have taken part in his assassination? Why or why not? (a) Describe Julius Caesars role in the First Triumvirate. What was the contribution and impact of Caesars Consulship of 59BC to the political life of (b) Assess the impact of Julius Caesar on Rome. Rome in the period 78-49BC? ICT: ICT Resources: Primary Sources: Active use of non-print resources in Cicero, Quintus. T. (2012). How to Win an Election [electronic resource] : An Ancient Guide for Modern Politicians. Princeton, Princeton University research of Julius Caesar Press. particularly in study of ancient and Suetonius (2009). The Twelve Caesars [electronic resource]. Auckland, The Floating Press. modern images and interpretations MobileReference (2008). Julius Caesar [electronic resource] : War Commentaries. Boston, MobileReference.com. of Julius Caesar (H3.1) Secondary Sources: identify origin, purpose and context History Teacher's Association (HTA) (2010). Julius Caesar (Besame Mucho by the Beatles). History for Music Lovers. History Teacher's Association of historical sources, including ICT (HTA). Retrieved 11:32, April 19, 2013, from http://www.youtube.com/watch?v=nPYuxReh7fM sources impact of personality on Softschools.com (2005-2009). "Julius Caesar Timeline." Timelines. Retrieved 20 April, 2013, from career; significance of his writings http://www.softschools.com/timelines/julius_caesar_timeline/33/ The History Channel (2013) Rome: Ancient Supercity Infographic. The History Channel website. Retrieved 11:32, April 19, 2013, from (H3.1, H3.6) http://www.history.com/interactives/ancient-rome practise ethical behaviour when The History Channel (2013) Coroner's Report: Julius Caesar. The History Channel website. Retrieved 8:14, April 24, 2013, from using the internet during an http://www.history.comhttp://www.history.com/videos/julius-caesar. historical inquiry The History Channel (2013) Deconstructing History: Colosseum. The History Channel website. Retrieved 8:16, April 24, 2013, from Choose appropriate software and http://www.history.comhttp://www.history.com/videos/deconstructing-history-colosseum. references relevant for historical Studio Codex (2007). "Interactive Lessons: Julius Caesar, Virtual Tour." Interactive Lessons. Retrieved 20 April, 2013, from research of an ancient personality. http://www.studiocodex.com/interactivelesson02.html.
Milius, J., W. J. MacDonald, et al. (2009). Rome [videorecording]. Rome. The complete series. M. Apted, A. Poul, S. Shillet al. New York, HBO Home Entertainment.

Principal focus: Students gain an understanding of the personality in the context of their time.

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan

2. Unit Overview

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Students learn to (Concepts): Outcomes: use appropriate terms and concepts in communicating about the personality H1.1 describe and assess the significance of key people, groups, events, institutions, locate, select and organise information in relation to the chosen personality societies and sites within their historical context identify key issues and features about the personality H2.1 explain factors and assess their significance in contributing to change and make deductions and draw conclusions about the personality continuity in the ancient world weigh up the relative reliability of the available sources and assess their usefulness for H3.1 locate, select and organise relevant information from a variety of sources a study of the personality H3.2 discuss relevant problems of sources for reconstructing the past identify and analyse the varying images of the personality H3.3 analyse and evaluate sources for their usefulness and reliability explain and evaluate differing perspectives and interpretations of the personality in H3.4 explain and evaluate differing perspectives and interpretations of the past ancient and modern sources H3.6 plan and present the findings of historical investigations, analysing and present the findings of historical investigations of issues and features of the personality synthesising information from a range of sources communicate coherently in oral and written forms to explain and evaluate significant H4.1 use historical terms and concepts appropriately events and achievements in the personalitys life H4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms synthesise information to construct an evaluation of the personalitys significance and legacy. Unit Resources Primary Sources: Secondary Sources: Caesar, Julius. (1914). C. Iuli Caesaris : Commentarii rerum in Gallia gestarum. VII / A Hirti Dillon, S. and K. Welch, Eds. (2006). Representations of war in ancient Rome. commentarius VIII. Oxford, Clarendon Press Cambridge ; New York,, Cambridge University Press. Caesar, Julius. (1914). De bello civili. (Caesar, the Civil wars) / with an English translation Fishwick, M. (2013). Cicero, Classicism, and Popular Culture [electronic resource]. by Peskett, A.C. London, Harvard University Press. Binghamton, Taylor and Francis. Caesar, Julius. (1996). De bello Gallico (Seven commentaries on the Gallic war; translated Hennessey (1997). Caesar, Julius. Personalities from the past J. Lawless. [et. al.]. South with an introduction and notes by Carolyn Hammond. With an eighth commentary by Melbourne, Nelson: 214-240. Aulus Hirtius). London Oxford University Press. McGushin, P. (1987). Sallust, The conspiracy of Catiline : a companion to the Penguin Caesar, Julius. (1955). De bello Alexandrino (Alexandrian, African and Spanish wars (of) translation of Handford, S.A. . Bristol Bristol Classical Press. Caesar) / with an English translation by Way, A.G. London, Heinemann, . Richardson, J. S. (2012). Augustan Rome 44 BC to AD 14 [electronic resource] : The Cicero, Marcus. T. (1878). The treatises of M.T. Cicero : On the nature of the gods; on Restoration of the Republic and the Establishment of the Empire. Edinburgh, divination; On fate; On the republic; On the laws; and On standing for the consulship. Edinburgh University Press. London, George Bell and sons. Riggsby, A. M. (2006). Caesar in Gaul and Rome : war in words. Austin, University of Cicero, Marcus. T. (1918). Ad Atticum. (Cicero, Letters to Atticus) / with an English Texas Press. translation, by Winstedt, E.O. . London, William Heinemann. Welch, K. and A. Powell, Eds. (1998). Julius Caesar as artful reporter : the war Pliny the Elder (1991). Naturalis historia. (Natural history : a selection) / ranslated with an commentaries as political instruments. London, Macmillan. introduction and notes by Healy, John F. . London, Penguin Books Woolf, G. (2007). Et tu, Brute? : the murder of Caesar and political assassination. Plutarch. (1910). Life of Julius Caesar / Sir Thomas North's translation ; edited for schools Cambridge, Harvard University Press. London, Macmillan Sallust 86-34 B.C (2010). Catiline's conspiracy : The Jugurthine War ; Histories; translated with an introduction and notes by William W. Batstone. Oxford: Oxford University Press. 5

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan

2. Unit Overview

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Week 1

Outcomes Learn About H3.1 locate, select 4 Evaluation and organise ancient and modern images relevant information and interpretations of Julius from a variety of Caesar. sources 1 Historical context H3.4 explain and geography, topography evaluate differing and resources of Rome and perspectives and provinces interpretations of overview of Roman political the past H3.3 analyse and and social structures evaluate sources for overview of significant their usefulness and political and military reliability developments Learn To

Teaching & Learning Activities


Introductory Viewing History Teacher's Association (HTA) (2010). Julius Caesar (Besame Mucho by the Beatles). Board Brainstorm No.1 - What we already know about Julius Caesar - What we would like to know about JC - Where we have seen JC before: books, films etc. - What we think this images and interpretations are based on and why Board Brainstorm No.2 - What we already know about Rome: today and Ancient - What we would like to know - What famous images, ideas, groups do we associate with Rome Direct Instruction breakdown analysis of class background knowledge revealed by the Board Brainstorms Pathfinder Julius Caesar - Historical context, where to start Syllabus Breakdown Groups or individuals are assigned a learn about bullet point to write about and present information on to the class Timeline Interact with the softschool timeline of Julius Caesars life Source analysis Plutarch extracts on Caesars early life Group Task - Jigsaw Groups are allocated a personality who had a personal relationship with Caesar. They investigate the primary and secondary representations of that person and their relationship with Caesar, then present their findings to the class Essay planning and structure Class discusses the inquiry question: To what extent were Julius Caesars relationship (both personal and political) shaped by his familial position and his political objectives?

Resources
Whiteboard and Markers Start-up points for Brainstorm 1: TV Series Rome Shakespeare play + adaptations Et Tu, Brute? Veni, Vidi, Vici The Die Is Cast Mark Antony Hennessey (1997). Caesar, Julius. Personalities from the past J. Lawless. [et. al.]. South Melbourne, Nelson: 214-240. History Teacher's Association (HTA) (2010). Julius Caesar (Besame Mucho by the Beatles). History for Music Lovers. History Teacher's Association (HTA). Retrieved 11:32, April 19, 2013, from http://www.youtube.com/watch?v=nPYux Reh7fM The History Channel (2013) Rome: Ancient Supercity Infographic. The History Channel website. Retrieved 11:32, April 19, 2013, from http://www.history.com/interactives/ancie nt-rome

Assessment & Feedback Assessment of background knowledge with feedback (not assessed)

H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately

2 Background and rise to prominence his family background and position his education, early life and ambitions paths to power: priesthoods; Marian connections; political alliances and marriages early political career to 60 BC 3 Career personal relationships: Julia, Cleopatra VII, Brutus, Mark Antony, Cicero

Softschools.com (2005-2009). "Julius Caesar Timeline." Timelines. Retrieved 20 April, 2013, from http://www.softschools.com/timelines /julius_caesar_timeline/33/ Plutarch. (1910). Life of Julius Caesar / Sir Thomas North's translation ; edited for schools London, Macmillan Milius, J., W. J. MacDonald, et al. (2009). Rome [videorecording]. Rome. The complete series.

Practice Writing Task (2.5%) Students attempt to answer part (b) of 2011 HSC: To what extent have the interpretations and images of Julius Caesar changed over time?

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan

2. Unit Overview

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Week 3

Learn To
H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within their historical context H3.2 discuss relevant problems of sources for reconstructing the past H3.4 explain and evaluate differing perspectives and interpretations of the past H3.3 analyse and evaluate sources for their usefulness and reliability

Learn About 3 Career role in First Triumvirate Gallic Wars: campaigns and tactics, siege of Alesia relationship with his army impact of personality on career; significance of his writings

Teaching & Learning Activities


Source analysis Analysis of selection sections from Caesar, Julius. (1996). De bello Gallico Students are selected to perform extracts of the Gallic Wars, to gain an understanding of how the text was written (for a Roman audience) and why. How this is evident in the texts construction and content. Student Research Students investigate sources for information on the First Triumvirate for a class debate Class debate Students debate: Was the First Triumvirate was formed for the benefit of Rome and its citizens, or the benefit of the three members? Why? Syllabus Breakdown Groups or individuals are assigned a learn about bullet point to write about and present information on to the class Essay planning and structure Class discusses the inquiry question: What was the contribution and impact of Caesars Consulship of 59BC to the political life of Rome in the period 78-49BC? Roman politics in action Students learn about political sessions in Caesars time (where conducted and how) and attempt to reconstruct in class. Students can be allocated personalities: Cicero, Caesar, Brutus etc. Specifically, students should attempt to reconstruct the senate convening after Caesars declaration of war on Rome when he crossed the Rubicon as senators, students take turns to react to Caesars declaration, propose solutions, etc. Source Analysis Cicero what is his perspective on the republic, on the role of Consul? Analysis of extracts from letters and treatises. Secondary Sources how are Caesars motives, role and actions represented? Preparation for Practice Writing Task

Resources Caesar, Julius. (1996). De bello Gallico (Seven commentaries on the Gallic war; translated with an introduction and notes by Carolyn Hammond. Welch, K. and A. Powell, Eds. (1998). Julius Caesar as artful reporter : the war commentaries as political instruments. Riggsby, A. M. (2006). Caesar in Gaul and Rome : war in words. Cicero, Marcus. T. (1918). Ad Atticum Dillon, S. and K. Welch, Eds. (2006). Representations of war in ancient Rome.

Assessment & Feedback Encourage constant writing practice, in preparation of the HSC, through attempting to make sure most learning activities involve a written aspect. Adequate practice should involve weekly writing tasks

H4.1 use historical terms and concepts appropriately H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past

3 Career relationship with the Senate political supporters and enemies role in the Civil War

Cicero, Marcus. T. (1918). Ad Atticum Cicero, Marcus. T. (1878). The treatises of M.T. Cicero Hennessey (1997). Caesar, Julius. Personalities from the past Dillon, S. and K. Welch, Eds. (2006). Representations of war in ancient Rome. Cicero, Quintus. T. (2012). How to Win an Election [electronic resource] : An Ancient Guide for Modern Politicians. Princeton, Princeton University Press Studio Codex (2007). "Interactive Lessons: Julius Caesar, Virtual Tour." Interactive Lessons. Retrieved 20 April, 2013, from http://www.studiocodex.com/interactivele sson02.html.

Practice Writing Task (2.5%) Students attempt full HSC question in 45 minutes (a) Describe Julius Caesars role in the First Triumvirate. (b) To what extent was Julius Caesar a successful general?

EDUC4136 A1b: HSC Depth Study Option K Rome: Julius Caesar Unit plan

2. Unit Overview

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Week 5

Learn To
H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient world

Learn About 3 Career dictatorship: policies and reforms assassination: motives, manner and impact of his death

Teaching & Learning Activities


Dictator for Life Students chart in a mind map or on voicethread.com Caesars political pathway to Dictatorship; what steps in his career were particularly significant? Essay planning and structure Consider the past HSC question: Discuss the nature of Julius Caesars reforms as dictator. How would you respond to this question? Mini-lesson on planning for HSC writing Coroners Report activity View the video and discuss as a class: why do you believe the senators chose to personally kill Caesar as a group? How is this represented: a) In Primary Sources b) In Secondary sources Board Brainstorm Review Class reviews their original board brainstorms from week 1, revising and updating them with their current knowledge. Syllabus Breakdown Groups or individuals are assigned a learn about bullet point to write about and present information on to the class Essay planning, structure and practice Consider the past HSC question: Assess the impact of Julius Caesar on Rome. How would you respond to this question? Class collaborates on an essay plan and draft that is assessed by the teacher Exemplar Analysis Teacher presents and annotates exemplar essays from past HSC tasks for strengths and weaknesses

Resources Plutarch. (1910). Life of Julius Caesar Caesar, Julius. (1914). De bello civili Woolf, G. (2007). Et tu, Brute? : the murder of Caesar and political assassination. Cambridge, Harvard University Press The History Channel (2013) Coroner's Report: Julius Caesar. http://www.history.comhttp://www.his tory.com/videos/julius-caesar.

Assessment & Feedback


Ensure that students consistently practice their writing, especially during the Essay planning and structure and Coroners Report activities, in which students can commit their responses to writing

H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past

4 Evaluation impact and influence on his time assessment of his life and career legacy ancient and modern images and interpretations of Julius Caesar.

Bored of Studies - Ancient History Resources (exemplar essays and syllabus analyses) http://www.boredofstudies.org/view.p hp?course=23 Hall, B. J. (2007). The night before essay planner : a workbook to plan, research and write your next essay. Sydney, Fairfax Books.

Practice Writing Task (2.5%) Students attempt full HSC question in 45 minutes (a) Describe the factors which contributed to the death of Julius Caesar. (b) Discuss the nature of Julius Caesars reforms as dictator.

Unit Evaluation

EDUC4136 A1b: HSC Depth Study

3. Annotated Resource List

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Resources for HSC Unit of Work Part III Personalities in Their Times Option K Rome: Julius Caesar
(Caesar, 1914a, 1914b, 1955, 1996; M. T. Cicero, 1878, 1918; Q. T. Cicero, 2012; Dillon & Welch, 2006; Fishwick, 2013; Hall, 2007; Hennessey, 1997; History Teacher's Association (HTA), 2010; McGushin, 1987; Milius, MacDonald, & Heller, 2009; MobileReference, 2008; Pliny the Elder, 1991; Plutarch, 1910; Richardson, 2012; Riggsby, 2006; Sallust 86-34 B.C, 2010; Softschools.com, 2005-2009; Suetonius, 2009; Talbert, 1988; The History Channel, 2013a, 2013b; Welch & Powell, 1998; Woolf, 2007)

Caesar, J. (1914a). C. Iuli Caesaris : Commentarii rerum in Gallia gestarum. VII / A Hirti commentarius VIII. Oxford: Clarendon Press. Caesar, J. (1914b). De bello civili. (Caesar, the Civil wars) / with an English translation by Peskett, A.C. London: Harvard University Press. Caesar, J. (1955). De bello Alexandrino (Alexandrian, African and Spanish wars (of) Caesar) / with an English translation by Way, A.G. London: Heinemann, . Caesar, J. (1996). De bello Gallico (Seven commentaries on the Gallic war; translated with an introduction and notes by Carolyn Hammond. With an eighth commentary by Aulus Hirtius) (C. Hammond, Trans.). London Oxford University Press.

The study of Caesar is incomplete without a study of his works, as a primary source on himself. His works on the Gallic, Civil, Alexandrian, African and Spanish wars are important for understanding him as a personality and his motives, career and relationships. Carolyn Hammonds translation of Caesars Gallic Wars especially is well-known as an excellent translation, and the introduction and notes provided in this text make it both an excellent teaching resource and accessible to students

Cicero, M. T. (1878). The treatises of M.T. Cicero : On the nature of the gods; on divination; On fate; On the republic; On the laws; and On standing for the consulship. (C. Yonge, Trans.). London: George Bell and sons. Cicero, M. T. (1918). Ad Atticum. (Cicero, Letters to Atticus) / with an English translation, by Winstedt, E.O. . London: William Heinemann.

Ciceros writing is an important primary source on Caesar. His work covers a broad scope of information on Caesars relationships, career and politics. His perspective contradicts Caesar's in many aspects so not only does his material cover central areas to this unit of work, discrepancies between the narrative in his work and Caesar's give a teacher the opportunity to demonstrate bias, contradiction and the overall nature of sources and how they should be approached and interpreted.

Cicero, Q. T. (2012). How to Win an Election [electronic resource] : An Ancient Guide for Modern Politicians. Princeton: Princeton University Press.

EDUC4136 A1b: HSC Depth Study

3. Annotated Resource List

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Dillon, S., & Welch, K. (Eds.). (2006). Representations of war in ancient Rome. Cambridge ; New York,: Cambridge University Press.

This resource provides excellent context for Caesars works on his wars, as well as a suggested method for approaching how Caesar, Cicero, Plutarch and others represent the wars he was involved in, as well as the how and why. Teachers must make sure students are aware of what information and sources lead to the conclusions drawn in this secondary source.

Fishwick, M. (2013). Cicero, Classicism, and Popular Culture [electronic resource]. Binghamton: Taylor and Francis. Hall, B. J. (2007). The night before essay planner : a workbook to plan, research and write your next essay (Rev. ed ed.). Sydney: Fairfax Books. This book is an invaluable resource for aiding students in their preparation for writing essays for the HSC. An important part of this unit of work is to prepare students for the expectations of the HSC questions on Julius Caesar. The construction of the personality question is two short essay responses, one worth 10 marks and one 15. As the questions may be drIt is important for this response that students have a good understanding Hennessey. (1997). Caesar, Julius. In J. L. e. al.] (Ed.), Personalities from the past (pp. 214-240). South Melbourne: Nelson.

Hennesseys chapter on Caesar is an excellent overview of him as a personality. The chapter is structured into the sections and points of the syllabus content on Caesar, making is an excellent summary and invaluable resource for general information, quotes, and references to further primary and secondary sources.

History Teacher's Association (HTA) (Writer) & History Teacher's Association (HTA) (Director). (2010). Julius Caesar (Besame Mucho by the Beatles), History for Music Lovers. Youtube.com http://www.youtube.com/watch?v=nPYuxReh7fM

This video is an interesting introduction to Caesar as a source, a personality and a product as well as victim of his time. Many aspects of his life and career are mentioned in the video, which could be comprehensively analysed after being used successfully as the initial stimulus material for this unit of work.

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EDUC4136 A1b: HSC Depth Study

3. Annotated Resource List

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McGushin, P. (1987). Sallust, The conspiracy of Catiline : a companion to the Penguin translation of Handford, S.A. . Bristol Bristol Classical Press.

Milius, J., MacDonald, W. J., & Heller, B. (Writers) & M. Apted, A. Poul, S. Shill, T. Van Patten, A. Taylor & J. Maybury (Directors). (2009). Rome. The complete series [videorecording]. In R. H. Papazian, James (Producer), Rome. The complete series. New York: HBO Home Entertainment.

This TV series adaptation about Rome does have limited usefulness in a unit of work on Caesar. It must be carefully approached not only as a product of its time, but also because of the level of violence and content that would be unsuitable for school students without permission. Only short scenes and extracts from this TV series are advisable to use (possibly able to be sourced from Youtube.) This series does provide, for some aspects of Caesar's life and personality, a visual aid in the study of this unit of work. MobileReference. (2008). Julius Caesar [electronic resource] : War Commentaries . Boston: MobileReference.com. Pliny the Elder. (1991). Naturalis historia. (Natural history : a selection) / translated with an introduction and notes by Healy, John F. . London: Penguin Books Plutarch (Ed.). (1910). Life of Julius Caesar / Sir Thomas North's translation ; edited for schools London: Macmillan.

Plutarch's life of Julius Caesar provides interesting insight into how he was viewed by other ancients (but it must be acknowledged that Plutarch is from a later period, and that this work is constructed as a parallel life to Alexander the Great. This aspect has very significant impact on how this text is constructed and how the content and context should be interpreted.

Richardson, J. S. (2012). Augustan Rome 44 BC to AD 14 [electronic resource] : The Restoration of the Republic and the Establishment of the Empire. Edinburgh: Edinburgh University Press. Riggsby, A. M. (2006). Caesar in Gaul and Rome : war in words (1st ed ed.). Austin: University of Texas Press.

Riggsby's work is especially useful when studied in conjunction with Caesar and Cicero as primary sources on the wars during Caesar's career. It gives important insight into the construction and purpose of Caesar's work in particular.

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Sallust 86-34 B.C. (2010). Selections. Catiline's conspiracy : The Jugurthine War ; Histories; translated with an introduction and notes by William W. Batstone (W. Batstone, Trans.). Oxford Oxford University Press. Shakespeare, W., -. (1919). Julius Caesar (5th ed., reprinted with additions ed.). Cambridge: University Press.

In studying Julius Caesar it is important to acknowledge Shakespeare's play and the influences this play has had on contemporary images and interpretations of Caesar. A deconstruction of some passages and/or quotes from Shakespeare's play (especially the Ides of March) need to be done. Students need to be informed of whether what they believe they know about Caesar from contemporary texts is based on primary sources, or secondary sources such as Shakespeare's play.

Softschools.com. (2005-2009). Julius Caesar Timeline. Timelines Retrieved 20 April, 2013, from <a href="http://www.softschools.com/timelines/julius_caesar_timeline/33/">Julius Caesar Timeline</a>

This timelines is a good reference points to important events in Julius Caesar's life. A good online reference point for students.

Suetonius. (2009). The Twelve Caesars [electronic resource]

Suetonius work is an important source on Caesar, when understood in its own context and this electronic version means the text is accessible to students online, which is an added advantage.

Talbert, R. (Ed.). (1988). Atlas of classical history. London: Routledge.

Talbert's Atlas is an invaluable source for any and every topic in Greco-Roman history, as it provides many maps outlining the different stages of various empires, including the Roman Republic and later Empire. These maps are clearly labelled and can be easily integrated as a visual aid for understanding Caesar's campaigns in Gaul, the significance of the Rubicon boundary and the span of the Roman world at different points throughout his life.

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The History Channel. (2013a). Coroner's Report: Julius Caesar Retrieved 24 April, 2013, from http://www.history.comhttp://www.history.com/videos/deconstructing-history-colosseum.

This video gives an engaging contemporary perspective on Caesar's death, and as such serves as a good introduction to the topic. Although it does not address the motives or concept of political assassination, it does address the manner of his death in modern language and terms.

The History Channel. (2013b). Rome: Ancient Supercity Infographic Retrieved 19 April, 2013, from http://www.history.com/interactives/ancient-rome Welch, K., & Powell, A. (Eds.). (1998). Julius Caesar as artful reporter : the war commentaries as political instruments. London: Macmillan.

Welchs book is an excellent resource for the study of the syllabus content impact of personality on career; significance of his writings. These works pay great attention to the literary construction of Caesars Gallic Wars and Civil Wars as works in context.

Woolf, G. (2007). Et tu, Brute? : the murder of Caesar and political assassination . Cambridge: Harvard University Press.

Woolfs book is important in understanding the motives behind Caesars political assassination, a major component of this unit of work. Can be used in conjunction with Plutarchs work on the subject.

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4. Non-print resource analysis

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4. An analysis of a selected non-print resource in terms of its usefulness. You need to provide a description of the resource, reasons for selection, suggestions for use and how it augments and promotes the syllabus outcomes and enhances the learning experience. You should also provide an outline of when the source could be incorporated into the teaching/learning cycle and other resources that may complement it. Julius Caesars story has been adapted to film many times in both drama and documentary forms, especially when the adaptations of Shakespeares plays are included in the count. Unfortunately the adaptations are in many respects often entirely or mostly based on Shakespeares play, and although this does not mean that they are useless to historical study, it does mean that they must be approached with a critical eye prepared to use them within the process of historical inquiry. Two recent adaptations are the 2005-2007 TV series Rome and the 2010 BBC Rome: The Rise and Fall of an Empire. The first is a dramatic TV series, corroboratively written and directed by eleven men. It is a vivid and often graphic reproduction of Caesars Rome, including the narrative of the end of Caesars career; from Gaul 52 B.C to assassination 44 B.C. The second is a docudrama; (Piano, Emmert, Gardner, & Gardner, 2008) a combination of interviews with historians and experts, as well as fictionalised footage that explores a comprehensive narrative of the Roman Empire, with the third episode of the series focusing on Caesars life and career. These resources can complement each other as valuable non-print resources in the unit of work on Julius Caesar. Although the plot of the TV series Rome is a questionable combination of fiction, sourced information and theatrics, a reason for selecting this source is in its visual construction of the Roman world through special effects and costuming. The series is visually stunning and engaging to students who traditionally have only the imagery of the ancient sources and their own imaginations. This series usefulness in the classroom is somewhat limited. Firstly, the television series is rated unsuitable for viewers under 15 due to its explicit nature, so the only acceptable approach to using this source in the classroom without problems of consent is to use selected clips available on Youtube. For example, The Triumph of Julius Caesar (From HBO Rome) (Milius, MacDonald, & Heller, 2005-2007) The content on Youtube is usually screened for both copyright and explicit content before it is published, but any clips drawn from the series available online should still be approached with caution. If screening is permissible, this resource can enhance student learning experience of this unit on Julius Caesar through providing a tool for visual engagement. Both of these sources augment and promote four of the nine syllabus outcomes for this unit of work: H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past

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H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

Each of these outcomes is concerned with the development of a student s capability to approach sources analytically. The historical sources that the TV series is based on are explored in the making of videos that are also available on Youtube: The Making of HBO ROME 1 (Milius et al., 2005-2007) The BBC docudrama more explicitly acknowledges the sources of its conclusions and interpretation of Caesar throughout the narrative and historian insights that underpin the dramatic footage. The unit of work overview suggests that these sources be used as initial stimulus material at the start of the unit, to engage students in the world of Rome and Julius Caesar through dramatic visual aids. The BBC documentary-style film is more informative and valid for historical study, and the fact that the story of Caesar is contained in a 45 minute episode makes it possible to use throughout the unit of work in short sections. The unit of work also suggests that these visual resources be revisited at the end of the unit of work. This is an useful strategy for assessing the difference in students knowledge before and after the unit of work, thus measuring the success of your teaching and strategies. Before an initial viewing, the class should perhaps discuss their preconceptions of Julius Caesar as a personality. A critical discussion of these visual resources has the potential to not only reveal to the students was their existing knowledge is based on, but also help them to deconstruct it by revealing its source.

References Milius, J., MacDonald, W. J., & Heller, B. (2005-2007a). The Triumph of Julius Caesar (From HBO Rome) [videorecording]. Rome. The complete series, from https://www.youtube.com/watch?v=RGYI1UHK5jM Milius, J., MacDonald, W. J., & Heller, B. (2005-2007b). The Making of HBO ROME 1 [videorecording]. Rome. The complete series, from https://www.youtube.com/watch?v=Gbz7yjN1opk Piano, R., Emmert, A., Gardner, N., & Gardner, R. (Writers) & A. Emmert & R. Gardner (Directors). (2008). Episode 3: Julius Caesar. In Gardner Films (Producer), Rome: The Rise and Fall of an Empire: A&E Television Networks.

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