Explain the most significant reasons why Cleopatra and Mark Antony developed a relationship. Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied AO2 = 5 marks = Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. (AO1) • Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. (AO2) Explanations might include: • Love for each other: which can be evidenced in a number of ways including how Antony recognised his children with Cleopatra. • Joint ambition: they needed each other. Cleopatra needed Antony to rebuild the Ptolemaic Empire and to secure her position in Egypt in the context of the murder of Caesar; Antony needed her support to finance/assist with his campaigning in the East. • Death of Julius Caesar – left Cleopatra needing a new patron to maintain her rule • A joint ambition to create a dynasty in the East. • The impression Cleopatra made at Tarsus: discussion may be had on both the context and events of this meeting – Antony was in need of money, but their meeting could have been more than that. has facilitated a deeper understanding of the geopolitical landscape of the time. ● In 41 BC, Antony summoned Cleopatra to meet him at Tarsus. She presented herself in full state on the royal barge, dressed as Aphrodite. The historical and cultural aspects of the Cleopatra story provide an opportunity for the arts to enter the history class. Carnegie Museum of Natural Sciences offers many programs for more in-depth study of Egypt. Whatever opportunities you pursue for interdisciplinary uses of this handbook, we know the students will benefit by an expanded awareness of the many talents needed to put together a production such as the ballet. Use, analyse and evaluate ancient sources within their historical context. Response uses a range of fully appropriate details from the stimulus ancient source material, which are analysed to draw out relevant characteristics and features and give a detailed and sophisticated evaluation of what we can learn from the source about the specified issue in the question. Using details from Passage B, how accurate is Suetonius’ description of Cleopatra’s relationship with Julius Caesar? Assessment Objective Use, analyse and evaluate ancient sources within their historical context to make judgements and draw conclusions about how the portrayal of events by ancient writers/sources relates to historical contexts in which they were written/produced. Response analyses the source by using relevant detail from the source content or historical context to give a more detailed evaluation of the source within its historical context. It draws a thorough and convincing conclusion about its accuracy or reliability based on how the context in which it was created impacts on how it portrays issues or events. Candidates should relate the evaluation of Virgil to his description of the particular event in the passage for full marks. Students may cross-reference their own contextual knowledge with details from the passage to make developed judgments on accuracy. An engaging biography that details the life of Cleopatra, paralleling the historical context of her portrayal in literature.student engaged in critical thinking by evaluating the differences in style and purpose between the works of Shakespeare and Shaw, enhancing their comparative literature skills. The exploration of historical figures in 'Julius Caesar' allowed the student to link literary analysis with historical context, which deepened their understanding of the interplay between literature and history Shakespeare adopts many of North's already poetic phrases, heightening the language in the process Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied AO2 = 5 marks = Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. (AO1) • Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. (AO2) There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. The strongest analyses will not only identify and explain reasons, but they will also attempt to differentiate them in terms of significance. Use, analyse and evaluate ancient sources within their historical context to make judgements and drawn conclusions about The best candidates will analyse how the author’s interpretation/context, purpose and techniques contribute to their judgements. Students may also cross-reference the information in the sources, as well as interrogating the evidence using logic, to develop relevant evaluations. The activity encouraged them to analyze the use of language, metaphor, and symbolism in Shakespeare's text, fostering deeper textual analysis skills. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. What all rhetorical devices have in common is that they are departures from normal, natural or simple language. But, of course, that requires consensus on the definitions of normal, natural and simple. Categories of figures of speech Schemes deal with patterns, sounds and syntax, e.g. alliteration, meter, parallelism, rhyme, etc. and the final effect is sonorous and harmonious in the extreme. These are certainly lines for students to scan and read aloud. Rhetorical figures • Alliteration – the repetition of consonant sounds “The barge she sat in like a burnished throne, • Burned on the water” Using higher cognitive abilities, not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. Could analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Analyse and evaluated, in relation to the historical context, different ways in which aspects of the past have been interpreted Acquire an understanding of the nature of historical study, for example that hsisoty is concerned with judgements based on available evidence and that historical judgements are provisional Acquired understanding of different identities within society and an appreciation fo aspects such as social, cultural, religious and ethnic diversity, as appropriate. Built on her understanding of the past through experiencing a broad and balanced course of study ENGLISH Historical-and historical chronicles, accounts of events that are arranged in the order they happened- and literary sources-poem, play, novel, or piece or prose fiction- that informed Shakespeare’s works Historical context-social, political, economic, and environmental situations that influence literature Intertextuality-relationship between texts, especially literary texts / Lesson Plan / Learning Corner

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Explain the most significant reasons why Cleopatra and Mark Antony developed a relationship. Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied AO2 = 5 marks = Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. (AO1) • Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. (AO2) Explanations might include: • Love for each other: which can be evidenced in a number of ways including how Antony recognised his children with Cleopatra. • Joint ambition: they needed each other. Cleopatra needed Antony to rebuild the Ptolemaic Empire and to secure her position in Egypt in the context of the murder of Caesar; Antony needed her support to finance/assist with his campaigning in the East. • Death of Julius Caesar – left Cleopatra needing a new patron to maintain her rule • A joint ambition to create a dynasty in the East. • The impression Cleopatra made at Tarsus: discussion may be had on both the context and events of this meeting – Antony was in need of money, but their meeting could have been more than that. has facilitated a deeper understanding of the geopolitical landscape of the time. ● In 41 BC, Antony summoned Cleopatra to meet him at Tarsus. She presented herself in full state on the royal barge, dressed as Aphrodite. The historical and cultural aspects of the Cleopatra story provide an opportunity for the arts to enter the history class. Carnegie Museum of Natural Sciences offers many programs for more in-depth study of Egypt. Whatever opportunities you pursue for interdisciplinary uses of this handbook, we know the students will benefit by an expanded awareness of the many talents needed to put together a production such as the ballet. Use, analyse and evaluate ancient sources within their historical context. Response uses a range of fully appropriate details from the stimulus ancient source material, which are analysed to draw out relevant characteristics and features and give a detailed and sophisticated evaluation of what we can learn from the source about the specified issue in the question. Using details from Passage B, how accurate is Suetonius’ description of Cleopatra’s relationship with Julius Caesar? Assessment Objective Use, analyse and evaluate ancient sources within their historical context to make judgements and draw conclusions about how the portrayal of events by ancient writers/sources relates to historical contexts in which they were written/produced. Response analyses the source by using relevant detail from the source content or historical context to give a more detailed evaluation of the source within its historical context. It draws a thorough and convincing conclusion about its accuracy or reliability based on how the context in which it was created impacts on how it portrays issues or events. Candidates should relate the evaluation of Virgil to his description of the particular event in the passage for full marks. Students may cross-reference their own contextual knowledge with details from the passage to make developed judgments on accuracy. An engaging biography that details the life of Cleopatra, paralleling the historical context of her portrayal in literature.student engaged in critical thinking by evaluating the differences in style and purpose between the works of Shakespeare and Shaw, enhancing their comparative literature skills. The exploration of historical figures in 'Julius Caesar' allowed the student to link literary analysis with historical context, which deepened their understanding of the interplay between literature and history Shakespeare adopts many of North's already poetic phrases, heightening the language in the process Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied AO2 = 5 marks = Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. (AO1) • Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. (AO2) There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. The strongest analyses will not only identify and explain reasons, but they will also attempt to differentiate them in terms of significance. Use, analyse and evaluate ancient sources within their historical context to make judgements and drawn conclusions about The best candidates will analyse how the author’s interpretation/context, purpose and techniques contribute to their judgements. Students may also cross-reference the information in the sources, as well as interrogating the evidence using logic, to develop relevant evaluations. The activity encouraged them to analyze the use of language, metaphor, and symbolism in Shakespeare's text, fostering deeper textual analysis skills. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. What all rhetorical devices have in common is that they are departures from normal, natural or simple language. But, of course, that requires consensus on the definitions of normal, natural and simple. Categories of figures of speech Schemes deal with patterns, sounds and syntax, e.g. alliteration, meter, parallelism, rhyme, etc. and the final effect is sonorous and harmonious in the extreme. These are certainly lines for students to scan and read aloud. Rhetorical figures • Alliteration – the repetition of consonant sounds “The barge she sat in like a burnished throne, • Burned on the water” Using higher cognitive abilities, not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. Could analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Analyse and evaluated, in relation to the historical context, different ways in which aspects of the past have been interpreted Acquire an understanding of the nature of historical study, for example that hsisoty is concerned with judgements based on available evidence and that historical judgements are provisional Acquired understanding of different identities within society and an appreciation fo aspects such as social, cultural, religious and ethnic diversity, as appropriate. Built on her understanding of the past through experiencing a broad and balanced course of study ENGLISH Historical-and historical chronicles, accounts of events that are arranged in the order they happened- and literary sources-poem, play, novel, or piece or prose fiction- that informed Shakespeare’s works Historical context-social, political, economic, and environmental situations that influence literature Intertextuality-relationship between texts, especially literary texts

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Objective

By the end of this lesson, the student will be able to explain the significant reasons behind the relationship between Cleopatra and Mark Antony, demonstrating an understanding of the historical context and key features of their time. The student will analyze ancient sources and arrive at substantiated judgments regarding their relationship.

Materials and Prep

Books or articles on Cleopatra and Mark Antony
Access to a computer or tablet for research
Art supplies (paper, markers, etc.) for creative activities
Printed excerpts from Shakespeare's works and historical texts
Notebooks for jotting down notes and observations

Activities

Research and Presentation: The student will research Cleopatra and Mark Antony's relationship using books and online resources. They will create a short presentation highlighting key points such as their ambitions, the impact of Julius Caesar's death, and the significance of their meeting at Tarsus.
Creative Role-Play: The student will choose to represent either Cleopatra or Mark Antony and act out a scene based on their meeting at Tarsus. This will help them understand the dynamics of their relationship and the historical context.
Source Analysis: The student will analyze a passage from Suetonius regarding Cleopatra’s relationship with Julius Caesar. They will evaluate its accuracy and discuss how the context of the time influenced the portrayal of Cleopatra.
Literary Comparison: The student will read excerpts from Shakespeare's "Antony and Cleopatra" and compare it with historical accounts. They will discuss how Shakespeare’s portrayal differs from historical facts and what literary techniques he uses.
Artistic Interpretation: The student will create a visual representation of Cleopatra’s arrival at Tarsus, incorporating elements that symbolize her power and influence, such as the royal barge and her attire as Aphrodite.

Talking Points

“Why do you think Cleopatra and Antony found each other attractive?” This question encourages the student to think about personal and political motivations.
“What role did Julius Caesar’s death play in Cleopatra’s decisions?” Discussing this helps the student understand the political landscape.
“How did Cleopatra’s presentation at Tarsus influence Antony’s perception of her?” This connects the student to the historical event and its significance.
“What ambitions did Cleopatra and Antony share?” This encourages analysis of their goals and how they aligned.
“Can you think of a modern relationship that mirrors Cleopatra and Antony's?” This helps the student relate historical events to contemporary situations.
“How do you think ancient sources like Suetonius shaped our view of Cleopatra?” This prompts critical thinking about source reliability.
“What are some differences between Shakespeare’s portrayal and historical facts?” This promotes comparative analysis skills.
“Why is it important to study both history and literature together?” This highlights the interdisciplinary nature of the subjects.
“How can we determine the accuracy of historical accounts?” This encourages questioning and evaluation of sources.
“What can we learn from Cleopatra’s leadership style?” This invites discussion on leadership and gender roles.
“How did Cleopatra maintain her power in a male-dominated society?” This opens a dialogue on societal norms and challenges.
“What lasting impact did Cleopatra and Antony’s relationship have on history?” This allows the student to consider the broader implications of their actions.

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Objective

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Activities

Talking Points

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