Activities and student tasks The chain of events Make a timeline of all the events that Cicero refers to in the sections that you are reading. The ideal outcome should be a complete timeline of all events referred to in the whole speech (those in the prescribed sections could be indicated in a different colour.) If time is short, students might be divided into groups to trawl separate shorter sections of the text and collate them (perhaps easiest done on a computer rather than on paper as account leaps around.) Cicero’s The prosecution’s response Write a rebuttal of speech, as spoken by the prosecution. Cicero’s This could be a very brief or a very lengthy exercise, depending on time available. The timeline exercise above is a good preparation for a more thorough response. Students could go on to consider our evidence for the eventual outcome of the case and decide what the relative strength of the two cases, and the two speakers, might have been. Rhetorical techniques today Visit http://www.parliament.uk/business/publications/hansard/ Teachers may prefer to find speeches themselves from Hansard, or from other sources, especially if time is short. Or, students may simply need some a speech made in steering (e.g. “Find Parliament by your local MP”). Performing Cicero UCLA Classics department http://performingcicero.classics.ucla.edu Explore what speeches might have been like in performance, from sound to personality to Cicero’s costume. Exploring the main characters http://www.dl.ket.org/latin1/historia/people/clodius.htm http://ancienthistory.about.com/od/romansc/p/032110ClodiusPulcher.htm Discover more about Clodius, Milo and Cicero, with a timeline for life and further Clodius’s information about his family rhetorical education Cicero’s http://ancienthistory.about.com/od/romansc/p/032110ClodiusPulcher.htm Explore an accessible and practical guide to the key points of education in rhetoric, closely Cicero’s based on own reports Cicero’s
Activities and student tasks The chain of events Make a timeline of all the events that Cicero refers to in the sections that you are reading. The ideal outcome should be a complete timeline of all events referred to in the whole speech (those in the prescribed sections could be indicated in a different colour.) If time is short, students might be divided into groups to trawl separate shorter sections of the text and collate them (perhaps easiest done on a computer rather than on paper as Cicero’s account leaps around.) The prosecution’s response Write a rebuttal of Cicero’s speech, as spoken by the prosecution. This could be a very brief or a very lengthy exercise, depending on time available. The timeline exercise above is a good preparation for a more thorough response. Students could go on to consider our evidence for the eventual outcome of the case and decide what the relative strength of the two cases, and the two speakers, might have been. Rhetorical techniques today Visit http://www.parliament.uk/business/publications/hansard/ Teachers may prefer to find speeches themselves from Hansard, or from other sources, especially if time is short. Or, students may simply need some steering (e.g. “Find a speech made in Parliament by your local MP”). Performing Cicero UCLA Classics department http://performingcicero.classics.ucla.edu Explore what Cicero’s speeches might have been like in performance, from sound to personality to costume. Exploring the main characters http://www.dl.ket.org/latin1/historia/people/clodius.htm http://ancienthistory.about.com/od/romansc/p/032110ClodiusPulcher.htm Discover more about Clodius, Milo and Cicero, with a timeline for Clodius’s life and further information about his family Cicero’s rhetorical education http://ancienthistory.about.com/od/romansc/p/032110ClodiusPulcher.htm Explore an accessible and practical guide to the key points of Cicero’s education in rhetoric, closely based on Cicero’s own reports
297909-set-text-guide-cicero-pro-milone-activity-handbook.docx