Context:
The Renaissance – The Prince by Machiavelli
World History I, 9th grade
Time – one block, approximately 100 minutes
Overview:
The students are studying the Renaissance at the time of this lesson. Machiavelli wrote The
Prince as a guide for rulers on how to gain and maintain power. As opposed to ancient writers
like Plato that the students have studied earlier in the year, Machiavelli did not discuss
government in terms of high ideals. He stressed that the ends justify the means, and urged rulers
to use whatever methods were necessary to achieve their goals. People still argue whether
Machiavelli was realistic or just cynical. Machiavelli viewed himself as an enemy of corruption.
The students will read Chapter XVII and/or XVIII from The Prince which are the sections on
whether it is better to be feared or loved and how the ends justify the means.
Instructional Model:
This lesson will be taught using the Socratic Seminar method. The students will sit in a circle
and discuss the chapter from The Prince led by the teacher with questions. The teacher should
attempt to stay out of the discussion as much as possible. The students do not need to raise their
hand to speak, but should remember the norms for a discussion such as speaking one a time, not
interrupting each other, not dominating the discussion, and telling each other which parts of the
text they are referring to when speaking. This type of lesson provides students with a
meaningful opportunity to engage with a text and dig deeper into that text through discussion
with their peers.
Objectives:
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The students will be able to explain that The Prince is an early modern treatise on
government and will be able to identify the following points about it (WHI.13b):
o Supported absolute power of the ruler
o The ends justify the means
o One should do good if possible, but do evil if necessary
The students will be able to interpret the text (a primary source) in order to learn more
about the Renaissance in general and Machiavelli’s ideas in specific. (WHI.1a)
The students will work on developing their discussion skills by supporting their thoughts
with evidence from the text and building off of their peers’ thoughts.
Assessment:
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Entrance ticket to participate in the discussion
Exit ticket
Formative assessment during discussion:
o Speaking one at a time, no interrupting
o Not one or a few dominating discussion
o Referring to specific places in the text
o Building off of one another for a discussion
o Supporting their ideas with evidence from the text
The students will be reading and completing their entrance ticket in class since this will be the
first time they will be engaging in this type of lesson. Students will not receive a grade on this,
but it should show me whether students understand the document before the discussion begins. I
can then have a better idea of which question to begin with. I will read the exit tickets after class
to see what students got out of the discussion, if they understand the text, and whether their
thoughts on the text changed. These will be assessed as a piece of participation and will not
receive a formal grade. However, I will make remarks to students and return the tickets for them
to see my feedback. This is a chance for students who did not speak to participate and show
what they know.
After the discussion is over, I will debrief the students and give them feedback on how I thought
the discussion went, especially the skills outlined above. If there is any more individual
feedback on discussion skills that needs to be given, I will include this in the remarks on the exit
tickets.
Content and Instructional Strategies:
Seminar Text: The Prince by Machiavelli –Chapter XVII and Chapter XVIII
This is a good text to use for a seminar lesson because Machiavelli’s The Prince is an important
and well known work, and it is listed as an SOL objective. As we are always striving to have
students go beyond merely knowing the name and important points of some subjects, having
them actually read from and discuss The Prince will do just that. This text points out some ideas
about power that would have been helpful to rulers at the time, but many of these ideas we would
not want to see in our rulers today. Students should be able to note that change in values from
the early 16th century to today. This will bring up the issue of whether Machiavelli was realistic
or cynical. A big issue that this text raises is if the ends justify the means. Machiavelli thought
so, but we do not usually accept this today. The translation of the text which I found is a modern
translation, so the students can go deeper into the text without having as many issues just reading
the text. It is in language which is much easier to understand than some previous translations.
Opening Question:
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What advice does Machiavelli give to rulers? (Remind them to use the text to answer.)
Core Questions: (not necessarily in this order, it depends on where the discussion goes)
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What does Machiavelli mean by the ends justify the means?
Why does Machiavelli say that it is ok to do evil?
Was Machiavelli being realistic or was he being cynical?
Do you agree with Machiavelli?
Does any of his advice still apply today to rulers? (depending on how far the discussion
goes, this one will probably not be used because it will not focus on the text as much)
Entrance ticket questions: (some of these questions may also be used during the discussion)
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What was the purpose of this chapter? Why did Machiavelli write it?
Who was the audience for this book?
Does Machiavelli say that it is better to be feared or loved? What part of the text causes
you to think that?
Does Machiavelli think that the ends justify the means? How do you know?
Exit ticket questions:
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Does Machiavelli support absolute power of a ruler? How do you know this?
What does Machiavelli mean that the ends justify the means?
What does Machiavelli mean when he says that sometimes it is necessary to do evil?
Is there anything that you wanted to say in the discussion but didn’t get a chance to?
Write it here.
Is there anything that you are still unclear on or have questions about? If so, what?
Preparation for Seminar (text):
Students will use the first half of the class to prepare for the Seminar. Since this will be the first
lesson of this type for these students, it will be beneficial for them to prepare with a teacher in
the room to help scaffold the preparation. They will be able to work with a partner to prepare for
the discussion. They will complete their entrance ticket during this first half of the lesson. This
should help to ensure that all students will be prepared to participate in the seminar. Before the
discussion begins, students will talk to their neighbor as a warm up to discuss some of the
questions in the entrance ticket.
Room Arrangement:
For the first half of the lesson, the room will be arranged as usual, in pairs so that students can
prepare for the seminar. For the second half of the lesson, the room will be arranged in a circle.
This will not be an issue because the first class will have this lesson over two periods (each 55
minutes). The second class is split in the middle for lunch (50 minutes before and 50 minutes
after), so I can rearrange the room during that time. There are between 20-25 students in each
class. I would like to have this seminar be a whole discussion. Unprepared students will sit
outside the circle and note participation and the main points.
Preparation for Seminar (discussion skills):
I will explain to students the norms of discussion for a seminar. They should not raise their
hands to speak. They must speak one at a time. They should not interrupt each other, but they
can and should reply to what their classmates are saying. Along with that, they should talk to
each other, not to me. They should allow time for others to speak as well, if they feel they are
speaking too much. They should tell the group which part of the text they are looking at, so we
can all follow along. This particular action, I will model before the discussion begins by
pointing out a specific quote, waiting for the group to find it, and then sharing a thought relating
to that point. Since this is the first time that this group will be participating in a lesson of this
type, I will give them the discussion phrases by writing them on the white board. The students
will not be required to use the phrases, but seeing them should help them to understand how to
talk to each other (instead of to the teacher) and how to build off of each other. All students
should have the ticket completed since we are doing it in class, but if there is a student who
misses the first half of the lesson, they will listen and take notes. At the end of the discussion,
they will fill out the entrance ticket questions and the exit ticket.
Procedures for the Seminar:
The seminar procedures are those mentioned above for the students. I will have to make sure
that I keep out of the discussion as much as possible. I will ask my questions and allow plenty of
wait time for students to answer. Since this is the first time they will be participating in a
Socratic Seminar, I may have to occasionally remind students of the norms and procedures. This
may include reminding them to reference the text, tell us where they are in the text, not interrupt,
talk to each other and not to me, etc. Mostly I will try to ask the questions and stay out of it.
The follow up questions will be asked when it seems as though the previous question has been
exhausted. I will especially keep an eye out for students who look like they want to say
something and are finding it difficult to jump in. I may ask if anyone else has a thought before
moving on. Basically, I will need to pay attention and keep it flexible because you never know
where this type of discussion is going to go.
Post-Seminar and Debrief:
Students will talk to their neighbor after the discussion to share any last words or anything that
they did not get to say in the discussion. Then they will fill out an exit ticket after the discussion.
I will share with them how I thought the discussion went, and what aspects of the discussion
skills that they need to work on and what went well. After that and/or at the beginning of the
next class as a review, I will go over the points they need to know for the SOL objective,
especially if they do not hit all the points during the discussion. After I read the exit tickets, it
might be necessary to revisit this topic for review.
Resources:
Desk arrangement
Copies of the text for all students
White board and markers
Discussion phrases
Differentiation:
This lesson is heavily text based, but there are aspects that should allow all students to participate
in some way. Students will read the text and work with a partner before the discussion. Talking
to another person will help students to feel more secure in expressing their thoughts on the text
since they already know at least one other student who may agree. Students who enjoy speaking
up in class should shine during this lesson, but students who are quiet will have a chance to show
me they were thinking and engaged through the entrance and exit tickets.
This lesson challenges students to interpret a text, speak up in class, and work on their discussion
skills. It will be different and possibly difficult for many students, but it is certainly achievable
for students to understand the text. I do not expect every student to be comfortable speaking up,
so I will be looking to see if they are still engaged even if quiet.
Adaptations:
There are a few students with IEPs in the second block section of this class. The students will be
paired up with other students whom they work well with for the reading and work on the
entrance ticket. I have left plenty of time for students to read the chapters and work on the ticket.
Also, they will be doing this in class so any difficulties can be assessed, and I can help them as
well. This along with the fact that all the students are not used to this type of lesson is what led
me to decide to have the students read and prepare the text in class. It will lead to a much better
chance of having a rich discussion with many participants. A couple of students have difficulty
taking notes quickly, so having time to create notes or jot down ideas ahead of time will help
these students to be able to jump into the discussion. Working with partners should help to
motivate certain students, and the material itself has concepts and ideals that are interesting
enough to hopefully engage the students with motivation issues. Today we learn that the ends do
not justify the means, so to see someone give this advice is surprising. Hopefully these types of
issues will cause students to think and want to share.
Reflection:
Working on the entrance ticket in class should help to ensure that students participate. Some
students may not want to read or may pretend to read the chapters. I will walk around to try and
monitor that, but hopefully working in pairs will help to motivate students not to slack off and
anger their partner. Certain students may dominate the discussion because there are a few
students who tend to carry the class in terms of participation on a regular basis. I will try to
leave time for other students to jump in before moving on to another question, and I may even
ask if anyone who hasn’t spoken has a thought. I do not want to force students to participate
because this is the first time they will be doing a Socratic seminar. If the students in general do
not participate at all, I will try to prompt them by asking what they found interesting or what they
had questions about. This tactic usually gets these students (meaning the ninth graders in my
classes) to come up with something to say in class. If students get too far off track, I will have to
steer them back on course by reminding them to use the text or by asking a new question,
perhaps one that is more concrete and requires using the text to answer.
I am concerned that I will ask the questions too quickly and rush through the discussion in a
matter of minutes. This is a particular aspect of my role that I want to pay attention to. I will
work on not being uncomfortable during the initial silence that occurs after a question, so that I
am able to leave a sufficient amount of wait time. I should be much better at this by the time I
teach this lesson since it will be towards the end of my student teaching. All of these issues are
why I wrote so many different questions. Between the entrance ticket, exit ticket, opening
question, and discussion questions there should be enough to engage students in a meaningful
discussion on the text.
Note: I will mark every five lines on the student copies so that it will be easier to identify what
sections they are referring to.
The Prince
by Niccolo Machiavelli
CHAPTER XVII
About cruelty and compassion; and about whether it is better to be loved than feared, or
the reverse.
Going further down our list of qualities, I recognize every ruler should want to be thought of as
compassionate and not cruel. Nevertheless, I have to warn you to be careful about being
compassionate. Cesare Borgia was thought of as cruel; but this supposed cruelty of his restored
order to the Romagna, united it, rendered it peaceful and law-abiding. If you think about it, you
will realize he was, in fact, much more compassionate than the people of Florence, who, in order
to avoid being thought cruel, allowed Pistoia to tear itself apart. So a ruler ought not to mind the
disgrace of being called cruel, if he keeps his subjects peaceful and law-abiding, for it is more
compassionate to impose harsh punishments on a few than, out of excessive compassion, to
allow disorder to spread, which leads to murders or looting. The whole community suffers if
there are riots, while to maintain order the ruler only has to execute one or two individuals. Of all
rulers, he who is new to power cannot escape a reputation for cruelty, for he is surrounded by
dangers. Virgil has Dido say: Harsh necessity, and the fact my kingdom is new, oblige me to do
these things, And to mass my armies on the frontiers.
Nevertheless, you should be careful how you assess the situation and should think twice before
you act. Do not be afraid of your own shadow. Employ policies that are moderated by prudence
and sympathy. Avoid excessive self-confidence, which leads to carelessness, and avoid excessive
timidity, which will make you insupportable.
This leads us to a question that is in dispute: Is it better to be loved than feared, or vice versa?
My reply is one ought to be both loved and feared; but, since it is difficult to accomplish both at
the same time, I maintain it is much safer to be feared than loved, if you have to do without one
of the two. For of men one can, in general, say this: They are ungrateful, fickle, deceptive and
deceiving, avoiders of danger, eager to gain. As long as you serve their interests, they are
devoted to you. They promise you their blood, their possessions, their lives, and their children, as
I said before, so long as you seem to have no need of them. But as soon as you need help, they
turn against you. Any ruler who relies simply on their promises and makes no other preparations,
will be destroyed. For you will find that those whose support you buy, who do not rally to you
because they admire your strength of character and nobility of soul, these are people you pay for,
but they are never yours, and in the end you cannot get the benefit of your investment. Men are
less nervous of offending someone who makes himself lovable, than someone who makes
himself frightening. For love attaches men by ties of obligation, which, since men are wicked,
they break whenever their interests are at stake. But fear restrains men because they are afraid of
punishment, and this fear never leaves them. Still, a ruler should make himself feared in such a
way that, if he does not inspire love, at least he does not provoke hatred. For it is perfectly
possible to be feared and not hated. You will only be hated if you seize the property or the
women of your subjects and citizens. Whenever you have to kill someone, make sure you have a
suitable excuse and an obvious reason; but, above all else, keep your hands off other people’s
property; for men are quicker to forget the death of their father than the loss of their inheritance.
Moreover, there are always reasons why you might want to seize people’s property; and he who
begins to live by plundering others will always find an excuse for seizing other people’s
possessions; but there are fewer reasons for killing people, and one killing need not lead to
another.
When a ruler is at the head of his army and has a vast number of soldiers under his command,
then it is absolutely essential to be prepared to be thought cruel; for it is impossible to keep an
army united and ready for action without acquiring a reputation for cruelty. Among the
extraordinary accomplishments of Hannibal, we may note one in particular: He commanded a
vast army, made up of men of many different nations, who were fighting far from home, yet they
never mutinied and they never fell out with one another, either when things were going badly, or
when things were going well. The only possible explanation for this is that he was known to be
harsh and cruel. This, together with his numerous virtues, meant his soldiers always regarded
him with admiration and fear. Without cruelty, his other virtues would not have done the job.
Those who write about Hannibal without thinking things through both admire the loyalty of his
troops and criticize the cruelty that was its principal cause….
I conclude, then, that, as far as being feared and loved is concerned, since men decide for
themselves whom they love, and rulers decide whom they fear, a wise ruler should rely on the
emotion he can control, not on the one he cannot. But he must take care to avoid being hated, as I
have said.
CHAPTER XVIII
How far rulers are to keep their word.
Everybody recognizes how praiseworthy it is for a ruler to keep his word and to live a life of
integrity, without relying on craftiness. Nevertheless, we see that in practice, in these days, those
rulers who have not thought it important to keep their word have achieved great things, and have
known how to employ cunning to confuse and disorientate other men. In the end, they have been
able to overcome those who have placed store in integrity.
You should therefore know there are two ways to fight: one while respecting the rules, the other
with no holds barred. Men alone fight in the first fashion, and animals fight in the second. But
because you cannot always win if you respect the rules, you must be prepared to break them. A
ruler, in particular, needs to know how to be both an animal and a man. The classical writers,
without saying it explicitly, taught rulers to behave like this. What they intended to convey, with
stories of rulers’ being educated by someone who was half beast and half man (a centaur), was
that it is necessary for a ruler to know when to act like an animal and when like a man; and if he
relies on just one or the other mode of behavior he cannot hope to survive.
Since a ruler, then, needs to know how to make good use of beastly qualities, he should take as
his models among the animals both the fox and the lion, for the lion does not know how to avoid
traps, and the fox is easily overpowered by wolves. So you must be a fox when it comes to
suspecting a trap, and a lion when it comes to making the wolves turn tail. Those who simply act
like a lion all the time do not understand their business. So you see a wise ruler cannot, and
should not, keep his word when doing so is to his disadvantage, and when the reasons that led
him to promise to do so no longer apply. Of course, if all men were good, this advice would be
bad; but since men are wicked and will not keep faith with you, you need not keep faith with
them. Nor is a ruler ever short of legitimate reasons to justify breaking his word. I could give an
infinite number of contemporary examples to support my argument and to show how treaties and
promises have been rendered null and void by the dishonesty of rulers; and he who has known
best how to act the fox has come out of it the best. But it is essential to know how to conceal how
crafty one is, to know how to be a clever counterfeit and hypocrite. You will find people are so
simple-minded and so preoccupied with their immediate concerns, that if you set out to deceive
them, you will always find plenty of them who will let themselves be deceived.
Among the numerous recent cases one could mention, there is one of particular interest.
Alexander VI had only one purpose, only one thought, which was to take people in, and he
always found people who were willing victims. There never has been anyone who was more
convincing when he swore an oath, nor has there been anybody who has ever formulated more
eloquent oaths and has at the same time been quicker to break them. Nevertheless, he was able to
find gulls one after another, whenever he wanted them, for he was a master of this particular
skill.
So a ruler need not have all the positive qualities I listed earlier, but he must seem to have them.
Indeed, I would go so far as to say that if you have them and never make any exceptions, then
you will suffer for it; while if you merely appear to have them, they will benefit you. So you
should seem to be compassionate, trustworthy, sympathetic, honest, religious, and, indeed, be all
these things; but at the same time you should be constantly prepared, so that, if these become
liabilities, you are trained and ready to become their opposites. You need to understand this: A
ruler, and particularly a ruler who is new to power, cannot conform to all those rules that men
who are thought good are expected to respect, for he is often obliged, in order to hold on to
power, to break his word, to be uncharitable, inhumane, and irreligious. So he must be mentally
prepared to act as circumstances and changes in fortune require. As I have said, he should do
what is right if he can; but he must be prepared to do wrong if necessary.
A ruler must, therefore, take great care that he never carelessly says anything that is not imbued
with the five qualities I listed above. He must seem, to those who listen to him and watch him,
entirely pious, truthful, reliable, sympathetic, and religious. There is no quality that it is more
important he should seem to have than this last one. In general, men judge more by sight than by
touch. Everyone sees what is happening, but not everyone feels the consequences. Everyone sees
what you seem to be; few have direct experience of who you really are. Those few will not dare
speak out in the face of public opinion when that opinion is reinforced by the authority of the
state. In the behavior of all men, and particularly of rulers, against whom there is no recourse at
law, people judge by the outcome. The end is all that counts. So if a ruler wins wars and holds on
to power, the means he has employed will always be judged honorable, and everyone will praise
them. The common man accepts external appearances and judges by the outcome; and when it
comes down to it only the masses count; for the elite are powerless if the masses have someone
to provide them with leadership. One contemporary ruler, whom it would be unwise to name, is
always preaching peace and good faith, and he has not a shred of respect for either; if he had
respected either one or the other, he would have lost either his state or his reputation several
times by now.
Wootton, David (1995). Machiavelli, Niccolo. The Prince (Translated and Annotated) (p. 51-55).
Hackett Publishing Co. Kindle Edition.