Caesar Campaign Research Project
The “face”
 One person per team will serve as the “face” of their team’s candidacy.
 The teacher may choose to select this individual, as he or she will have multiple responsibilities.
 The “face” will be a part of the print advertising (should it include a picture of the candidate),
commercial advertising, speech (he or she will present the prepared speech), and debate (he or
she will deliver the answers prepared by the debate group).
 Because the “face” of the campaign will be a part of various groups, his or her grade will be
based on an average of the activities in which he or she is involved or may primarily come from
the speech rubric. It is the teacher’s discretion as how to best provide this grade.
Social Media (Facebook/Twitter logos provided below)
 Two to three members recommended.
 Imitating Facebook and Twitter (#teamcaesar and #teambrutus), these members will create a
“wall” using pieces of poster board.
 This group will locate and print a large (8x10 is recommended) picture of Caesar or Brutus. Each
group will determine its profile picture. (Historic picture of the candidate, the “face” of the
campaign, or a combination of both.)
 Using sentence strips, blank copy paper, etc., these members will be responsible for “status
updates” and “tweets” in support of their candidate.
 When posting, the group should include textual evidence for each post. Cite the act, scene, and
line numbers.
 This group will also negate/respond the “updates” and “tweets” of their opponents, smearing their
evidence using textual evidence of their own.
Social Media rubric includes:
Required Elements- Group imitates Twitter or Facebook
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Graphics – Relevance- wall” has a large picture of
Caesar or Brutus
5
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Content – Team updates its social media at least 5
times and responds to the other team’s updates at least
5 times (total of 10 statuses/tweets). Updates are
accurate and include citations from the text.
Attractiveness- The visual is exceptionally attractive in
terms of design, layout, and neatness.
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4
3
2
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5
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Grammar- There are no grammatical mistakes on the
visual.
5
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Print Advertising
 These group members will be responsible for creating a logo to use in various aspects of the
project (the social media, print advertisement, podium decoration for speech).
 Using a magazine or other newsprint, the group will create a realistic advertisement depicting the
candidate’s appeal.
 The advertisement should reflect whatever the group determines is best: ethos, pathos, and/or
logos; quotes from the text; or any other method to promote the candidate.
 The “face” of the campaign may be featured in this advertisement.
 The print advertising will be presented as part of “Election Day.”
Print Advertising rubric includes:
Required Elements- Group creates an appropriate and
visually appealing logo for its campaign. Group posts a
minimum of 3 logos around the room for its campaign.
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Graphics – Relevance—Logo is relevant to the
campaign and historically/textually accurate.
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Content – Designed as an advertisement (magazine or
other newsprint); advertisement reflects at least two
propaganda techniques or rhetorical appeals.
Attractiveness- The visual is exceptionally attractive in
terms of design, layout, and neatness.
5
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3
2
1
5
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Grammar- There are no grammatical mistakes on the
visual.
5
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1
Radio Advertising
 These group members will be responsible for creating a dramatic script promoting their
candidate.
 There should be at least two speakers in the advertisement, which should be at least two
minutes in length.
 In writing the script, the group should attempt to create a smear campaign against their opponent.
A smear campaign’s intention is to spread realistic rumors of the opponent in order to damage
one’s reputation.
 To be shared on “Election Day,” the radio advertisement may either be presented live in class or
prerecorded.
 In addition, the radio group will comb through the text for key words and phrases to help promote
the candidate’s causes.
 The group should complete a list of 50 words. Five words can be used up to 5 times. (This
means a total of 25 different words should be compiled.) The repeated words should be the ones
the group considers to be the most important in relation to its candidate.
 Using these words, the student will create a word cloud. (Examples provided below.)
 Use the following website to create your word cloud to be shared on “Election Day”:
http://www.wordle.net/
 Groups must submit a list showing their 25 different words in addition to the Wordle.
Radio Advertising rubric includes:
Historical Accuracy- All historical information appeared
to be accurate and in chronological order.
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Role- Point-of-view, arguments, and solutions proposed
were consistently in character.
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Knowledge Gained- Can clearly explain several ways in
which his character \"saw\" things differently than other
characters and can clearly explain why.
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Required Elements- Advertisement had at least two
speakers; advertisement was at least two minutes in
length; group uses key words and/or phrases from the
text in its advertisement; group submitted list of 25
words in addition to the wordle.
5
4
3
2
1
Grammar- There are no grammatical mistakes on the
visual.
5
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3
2
1
Speech (See http://obamaspeeches.com/ and http://mittromneycentral.com/speeches/ for examples)
 A group of one to two students is suggested for this group.
 One student should be selected by the teacher/group to be the “face” of their campaign for
Caesar or Brutus. If the team is including the “face” of their campaign in their commercial
advertising above, this student will also be the candidate that gives the speech.
 Write a 300-word speech giving proof from the text of their strengths and the negative aspects of
the other candidate. In other words, why should we vote for your candidate? What makes you
better than your opponent?
 This proof will not necessarily be direct quotes but references to the text.
 The “face” of the campaign will present the prepared speech in front of the class on “Election
Day.”
Speech rubric includes:
Comprehension- All historical information appeared to be accurate and in chronological order.
Posture and Eye Contact- Point-of-view, arguments, and solutions proposed were consistently in character.
Preparedness- Can clearly explain several ways in which his character \"saw\" things differently than other
characters and can clearly explain why.
Speaks Clearly- Student included more information than was required.
Word Requirement- There are no grammatical mistakes on the visual.
**A more specific rubric is reviewed in class and made available to students as well.
Debate (See http://www.barackobama.com/debate/ for examples)
 A group of two to four students is suggested for this group.
 At the conclusion of the unit, the teacher will moderate a class debate in which the debate team
will present their answers to the assigned questions in debate format, making sure to use text as
evidence.
 Each response should be three to five complete sentences in length, which will be turned into
the teacher at the conclusion of the debate. Answers must be historically and textually accurate.
Nonsensical answers will detract from the group’s score.
 The “face” of the campaign may be used to provide responses.
 The debate team will be expected to answer the following questions on Election Day:
 How will you differ from the tyrant leaders of the past?
 How does your relationship with your wife reflect your role as a leader?
 What is the difference between you and your opponent?
 Discuss your relationship with Cassius.
 How would you respond to negativity from the public?
 Would you consider yourself a superstitious person?
 What are your thoughts/concerns about the current administration?
 If neither you nor your opponent could be elected today, to whom do you think the power
should go?
 In your opinion, how important is written communication?
 When dealing with conflict, do you have an open or closed door policy?
Debate rubric includes:
Information- All information presented in the debate was clear, accurate and thorough.
Use of Facts/Statistics- Every major point was well supported with several relevant facts, statistics and/or
examples.
Organization- All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
Understanding of Topic- The team clearly understood the topic in-depth and presented their information
forcefully and convincingly.
Presentation Style- Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm
in a way that kept the attention of the audience.
**A more specific rubric is reviewed in class and made available to students as well.