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Julius Caesar: Context (AQA GCSE English Literature): Revision Note

Exam code: 8702

Sam Evans

Written by: Sam Evans

Reviewed by: Deb Orrock

Updated on

Historical context

William Shakespeare wrote the historical tragedy Julius Caesar in 1599. While the play is based on real historical events surrounding Caesar’s assassination, it can be argued that the play deals with political concerns that would resonate with an audience in Elizabethan England, and particularly with the reigning monarch who may have watched the play. 

Republic and monarchy 

  • Shakespeare wrote the play during the reign of Queen Elizabeth I:

    • Although a strong monarch, Elizabeth’s court was a place of political deception, intrigue, and plays of power

    • As well as this, concerns over her lack of an heir led to the rumour of civil war erupting in the event of her death

  • In contrast Rome, previously a monarchy, became a republic in 509 BCE when Lucius Brutus, a legendary figure in Roman history, killed King Tarquin:

    • Following this, the commoners or ‘plebians’ of Rome swore to never allow a king to rule Rome again

    • They installed a senate governed by democratically elected consuls 

  • Still, Roman society was divided by hereditary land owners (the patrician class), and the plebeians or commoners

  • In 60 BCE, Julius Caesar formed a coalition with Crassus and Pompey:

    • The subsequent and successful expansion of the Roman Empire into the west made him a popular figure

    • His dictatorship began in 49 BCE until his assassination in 44 BCE

How this links to Julius Caesar

The Roman republic

  • In the exposition, Flavius is angered that the crowds celebrate Caesar’s defeat of Pompey, reminding them he was an ally. Soon after, Cassius expresses his concern that Caesar may become a tyrannical king, a fear shared by some of the senate

  • Throughout the play, conspirators mention honouring the freedom and liberty offered by the republic, and act entirely for its safety. The play depicts the power of the people, and the influence of public opinion, such as when Antony stirs the people in his speech. Both Brutus and Antony begin their speeches addressing the commoners as “Friends” and “countrymen”

Monarchy

  • In contrast, the play presents the idea of monarchy as a tyranny (it could be argued that the focus on a real political deception and assassination may steer away criticism of Queen Elizabeth)

  • Much is made of Caesar refusing the “crown”. Casca fears Caesar’s desire for the “crown”, and Brutus wonders if a “crown” would put a “sting” in him. Later, Antony reminds the crowd that Caesar refused the crown “thrice” which proves his lack of ambition 

Social context

Julius Caesar examines its characters’ doomed journeys. It explores philosophies and ideals of the Roman Republic, as well as universal themes, such as betrayal, power, and fate. 

Renaissance 

  • In the fourteenth century there was a cultural movement in Europe known as the Renaissance or ‘Enlightening’ 

  • Philosophies, literature, and art explored ideas about the individual, extending beyond traditional ideas of humans as dutiful members of a group

  • Philosophies surrounding humanism, the need for individuals to have agency and power to live in accordance with one’s beliefs, became popular:

    • Humanism advocates for individuals to behave according to a code of ethics (compassion, forgiveness, and tolerance), rather than religious teachings

Superstition and omen

  • In the Elizabethan era, the inclination to blame events on unexplained forces influenced decision-making, often leading to conflict and needless suffering

  • Shakespeare’s plays often delve into the consequences of avoiding personal accountability in favour of becoming fatalistic 

  • Nature, a powerful force beyond human control, was often used to represent bad omens: certain animals or storms symbolised impending disaster or death

  • Sixteenth century Britain was influenced by Roman mythology which referred to powerful gods of the sky and water whose emotions were felt by humans  

How this links to Julius Caesar

The Renaissance 

  • The play, as a tragedy, explores the human condition. Complex characters attempt to determine their future and maintain personal freedom or promote themselves

  • As audiences witness those with noble intentions (such as Cassius’ desire for freedom) or difficult dilemmas (like Brutus’ decision to join the conspiracy), human flaws are revealed, mocked, and resolved

  • Julius Caesar, typical of tragedies, concludes that human beings are flawed, but remorse, forgiveness, and mercy can ennoble one despite one’s mistakes

Superstition and omen

  • Shakespeare uses an historical event to depict the suspicious nature of the Roman senate (or, arguably, any political sphere)

  • Omens and warnings are delivered by powerless citizens, such as a soothsayer, and women. When these are ignored with disastrous consequences, Shakespeare is able to show, ironically, how powerful characters create their own fate

  • Julius Caesar, as with many of Shakespeare’s plays, examines an individual’s desire for autonomy while subject to powerful external forces

Literary context

Julius Caesar, as an historical play based on real events, may have been influenced by classical literature about Roman and Greek figures popularised in Britain at the time. 

Historical Drama 

  • Shakespeare’s Julius Caesar was likely influenced by Plutarch’s Parallel Lives, a collection of biographies exploring the influence of Roman and Greek figures

  • It may also have been influenced by philosophical works, like the essays of Marcus Aurelius, Letters from a Stoic by Seneca, and the writings of Epictetus

  • Shakespeare wrote several plays about Romans and Greeks, such as Coriolanus, Antony and Cleopatra, Timon of Athens, and A Midsummer Night’s Dream

  • His plays were popular with citizens and were performed for Queen Elizabeth I, and King James I

Stoicism 

  • Stoicism is a Hellenistic (Greek) philosophy, founded in Athens by Zeno of Citium around 300 BCE, and revived in 16th Century Europe

  • It centres around a logic that suggests a calm acceptance of one’s circumstances

  • It is said to be influenced by questions raised by philosophers like Aristotle, Cicero, and Seneca, in an attempt to reconcile free will with divine fate

  • It attempts to allow individuals a sense of autonomy through acceptance of a life that is outside of their control

How this links to Julius Caesar

Stoicism 

  • Characters such as Caesar and Brutus in Julius Caesar reflect the Stoic philosophy. They mention the ideal of living and dying without fear, and accepting one’s fate. Both characters mention their desire to die bravely

  • Unfortunately, this means they often ignore real warnings, and appear to behave recklessly

  • The irony of their deaths may be a criticism of fatalistic aspects of this philosophy

Historical drama 

  • Julius Caesar attempts some historical accuracy, such as Caesar’s victorious return from Pompey. Naturally, lines of dialogue are fictional, although there are certain references to stories of Caesar’s real assassination

  • The “Ides of March” is mentioned by Plutarch, for example. Caesar’s famous quote, “Et tu, Brute?” is a translation from Greek to Latin (for an Elizabethan English audience). Originally, the line comes from Suetonius’s The Twelve Caesars, in which Caesar is quoted in Greek: “You too, my child?”

  • Perhaps, when Casca says that Cicero’s speech is “all Greek to me”, indicating it is incomprehensible, Shakespeare makes a subtle dig at the complex relationship between the two cultures

Sources

https://www.vroma.org/vromans/bmcmanus/caesar.html.

https://www.britannica.com/topic/Stoicism/Stoicism-in-medieval-and-modern-philosophy.

“Julius Caesar: Entire Play.” Shakespeare (MIT), https://shakespeare.mit.edu/julius_caesar/full.html. Accessed 1 August 2025.


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    Author
    Reviewer
    Sam Evans

    Author: Sam Evans

    Expertise: English Content Creator

    Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.

    Deb Orrock

    Reviewer: Deb Orrock

    Expertise: English Content Creator

    Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.