A Man of his Word
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Another Caesar story from ancient historian Jim Whiting will have your students learning about real stories of pirates and emperors! |
English/Language Arts
Explore biography - focus
Biographical accounts of famous (or infamous) historical figures must, of necessity when the article is limited to 400 words, find some highly specific angle, or focus of the person’s life. Have your students determine the focus of this Minute on Julius Caesar. Contrast and compare this Minute with the focus in the two other Minutes posted this school year about Caesar: Happy New Year---in August? and July, August, and Neronius.
Explore vocabulary - domesticated foreign words
Challenge your student to comb this Minute for the italicized word in the third paragraph. Do any of them know what it means? Can they proffer a guess based on context? And why, oh why, is it in italics? Use this Minute to introduce students to the optional choice of italicizing foreign words and phrases.
Social Studies
Explore world geography - the Mediterranean and Asia Minor
What is this place referred to as Asia Minor? Have students check out some ancient history maps to find the place called Asia Minor. What countries were included in this area and what is there now? If this is Asia Minor, what is considered Asia Major? Have students look at a world \map to determine why this section of earth may have been singled out with a regional name.
Explore Ancient Rome - games and poetry
This Minute mentions both poetry and games. Have your students explore what kind of games and recreational activities, such as reading and writing poetry, might have been part of daily life in ancient Rome.
Research Skills
Explore sources - historical dialog
Author Whiting includes a story about Caesar’s kidnaping with questions he purported asked of his captors, and orders he issued while a prisoner. Have your students consider the veracity of this kind of writing. DId Caesar actually ask “Do you have any idea who I am?” Either way, where would a researcher look for information to mine quotes or infer details? How would one discover the “orders” issued by Julius Caesar in this situation? Explore primary and secondary sources. Then guide a discussion of whether translations should be considered primary or secondary sources. When can or should artistic license be exercised to enhance the telling of a story, and how and when should a reader be alerted to the methods employed by the writer?
Explore biography - focus
Biographical accounts of famous (or infamous) historical figures must, of necessity when the article is limited to 400 words, find some highly specific angle, or focus of the person’s life. Have your students determine the focus of this Minute on Julius Caesar. Contrast and compare this Minute with the focus in the two other Minutes posted this school year about Caesar: Happy New Year---in August? and July, August, and Neronius.
Explore vocabulary - domesticated foreign words
Challenge your student to comb this Minute for the italicized word in the third paragraph. Do any of them know what it means? Can they proffer a guess based on context? And why, oh why, is it in italics? Use this Minute to introduce students to the optional choice of italicizing foreign words and phrases.
Social Studies
Explore world geography - the Mediterranean and Asia Minor
What is this place referred to as Asia Minor? Have students check out some ancient history maps to find the place called Asia Minor. What countries were included in this area and what is there now? If this is Asia Minor, what is considered Asia Major? Have students look at a world \map to determine why this section of earth may have been singled out with a regional name.
Explore Ancient Rome - games and poetry
This Minute mentions both poetry and games. Have your students explore what kind of games and recreational activities, such as reading and writing poetry, might have been part of daily life in ancient Rome.
Research Skills
Explore sources - historical dialog
Author Whiting includes a story about Caesar’s kidnaping with questions he purported asked of his captors, and orders he issued while a prisoner. Have your students consider the veracity of this kind of writing. DId Caesar actually ask “Do you have any idea who I am?” Either way, where would a researcher look for information to mine quotes or infer details? How would one discover the “orders” issued by Julius Caesar in this situation? Explore primary and secondary sources. Then guide a discussion of whether translations should be considered primary or secondary sources. When can or should artistic license be exercised to enhance the telling of a story, and how and when should a reader be alerted to the methods employed by the writer?
© Karen Sterling, 2018 - May be used for educational purposes without written permission
