StudySync Lesson Plan
The Prince
Objectives
1.
Engage students in the main ideas and language of Niccolo Machiavelli's The Prince so
that they are prepared to think, discuss, and write about the implications of the theories in
this excerpt and/or the entire book.
2. Practice and reinforce the following Grade 11-12 Common Core Standards for reading
literature, writing, and speaking and listening:
READING: LITERATURE - RL.11-12.1-7, 10
WRITING - W.11-12.1-2, 4-6, 9-10
SPEAKING/LISTENING - SL.11-12.1-3
Time
160 minutes (with up to an additional 160 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on Niccolo Machiavelli's The Prince
Overview
Left unpublished until five years after his death in 1527, Niccolo Machiavelli's The Prince was
controversial in its time--and has remained so in the five hundred years since its publication. The
source of its controversy is what Machiavelli, a diplomat and political theorist, espouses within its
pages. He outlines an amoral and merciless approach for budding leaders to follow in achieving
and preserving power over their subjects that some have called nihilistic and misanthropic. But
the prescience and relevance of his ideas is hard to deny, as is his influence on the discourse of
political theory throughout the course of modern history. Close inspection and discussion of this
excerpt will prepare students to read with interest and understanding as well as supply them with
the vocabulary and key concepts with which to speak and write textually-rooted responses,
consistent with the Common Core Standards for the high school grades.
Background (15 minutes)
1.
Watch the Preview (SL.11-12.1-3). As a group, watch the video preview of the premium
lesson. Ask the students to share their impression or understanding of what the excerpt
will be about based on the preview, using the following questions to prompt discussion:
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Lesson Plan: The Prince
a. What does the name Machiavelli bring to mind for you? Where have you heard
this name before? What does it mean to say someone is Machiavellian?
b. Machiavelli believed that "tyrannous, immoral acts often result in greater peace
and prosperity [for a nation]." How could this be so? Upon first hearing this
statement, do you agree or disagree? Why?
c. Discuss the meaning and implications of the statement, "the ends justify the
means." Do the ends ever justify the means? In what cases?
d. What images or sounds in the preview stand out for you and why? What do the
visuals and audio elements tell you about the time period of The Prince?
Extension (additional 10 minutes)
e. Discuss (SL.11-12.1-3) Reconsider Machiavelli's belief, as expressed in the preview,
that "tyrannous, immoral acts often result in greater peace and prosperity [for a
nation]." Think about countries like Egypt and Libya that have experienced
political turmoil and upheaval in recent years. Does this statement apply to their
situation? How might tyranny and peace be inversely correlated? Which situation
is better for a nation: peace in tyranny, or turmoil in freedom?
Engaging the Text (145 minutes)
2. Read the Text (45 minutes)
a. Read and Annotate (RL.11-12.1-2, 4, 6). Ask students to read the introduction and
excerpt of Niccolo Machiavelli's The Prince. Be sure to give them enough time to
both read and annotate the text. If your classroom has a projector, you may want
to model note-taking skills by reading and annotating the first paragraph as a
class. Have students complete the rest of the excerpt on their own, engaging with
the text by writing responses and parsing the ideas and language in the excerpt
using the annotation tool. These notes are visible to you after the students submit
their writing assignments or beforehand if you use the “Mimic” function to access
the students’ accounts.
b. Discuss (SL.11-12.1-2 and RL.11-12.1-2, 4, 6) As a class, focus on the main ideas of
the excerpt. What is Machiavelli espousing here? What is your reaction? Is he
being truthful, or hateful? As a means of easing students into the ideas of the text,
have students choose a few sentences or passages they feel are important to the
overall meaning of the excerpt.
Extension (additional 20 minutes)
c. Listen (SL.11-12.1-3 and RL.11-12.1-2, 4, 6). As a class, listen to the audio reading of
the text. Ask students to use context clues to define key terms from The Prince
glossary before giving them the definitions. As a group, work to define any other
unclear terms or ideas not listed in the glossary.
d. Comprehend (RL.11-12.1-2, 4, 6, 10). Either distribute the multiple-choice questions
or read them aloud to the class. As a class, reread and discuss any passages of
the text about which students remain unclear.
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Lesson Plan: The Prince
3. Watch SyncTV (40 minutes)
a. Watch. Either watch the SyncTV discussion associated with Niccolo Machiavelli's
The Prince as a class or ask students to watch it on their individual computers.
b. Focus (SL.11-12.3 and RL.11-12. 1-2, 4). From 2:00-3:00, focus as the SyncTV
students discuss some of the historical context of The Prince and what inspired
Machiavelli to write this manual about wielding power. Consider this context along
with the time-specific references in the text.
c. Focus (SL.11-12.3 and RL.11-12, 1-2, 4) In the portion from 3:50-4:20, the SyncTV
students consider the implications of Machiavelli's statement about the strength of
the bonds of fear vs. love. What conclusions can you draw from this quote?
d. Focus (SL.11-12.3 and RL.11-12, 1-2, 4, 6) From 6:15-7:05, the students analyze
Machiavelli's argument that enacting violence on opponents of the throne can
actually prevent greater violence to come. Examine the logic and reasoning of this
argument.
e. Discuss (SL.11-12.1-6). After watching the model discussion, divide students into
small groups (2-3 students). Move around the room monitoring the groups as
students follow the SyncTV episode as a model to discuss some of the following
questions:
1.
What does the term Machiavellian mean to you after reading the
excerpt? What particular elements of this author and this text have
given this word its popular meaning?
2. What is the reasoning behind Machiavelli's assertion that violence
(from the hands of the state) can prevent more violence? Is this
circular logic, in which the conclusion justifies itself? Is there any
modern relevance to this point?
3. Applying Machiavelli's notion that "it is better to be feared than
loved," what kinds of situations demand fear over love? In which
situations is it the reverse? What do these two separate sets of
situations have in common?
4. Consider the dual examples of Hannibal and Scipio. What are their
different attributes? Why did Scipio's "easy nature" nevertheless
"contribute to his glory"? How are their situations different?
5. Does Machiavelli advocate cruelty for the sake of cruelty, or cruelty
at all costs? Where does he draw the line?
6. Analyze and explain this quote: "Love is preserved by the link of
obligation which, owing to the baseness of men, is broken at every
opportunity for their advantage; but fear preserves you by a dread
of punishment which never fails?" Is the argument that we cannot
live up to our better natures realistic or cynical?
Extension (additional 30 minutes)
f.
Write (W.11-12.2, 4, 9). What is Machiavelli's view of human nature, as expressed in
this excerpt from The Prince? Using details and examples from the text, write a
short essay response examining Machiavelli's attitude toward the human race.
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Lesson Plan: The Prince
How does he view people, and how should we behave in light of this?
4. Think (10 minutes)
a. Respond (W.11-12.2,4-6). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions.
5. Write (50 minutes)
a. Discuss (SL.11-12.1). Whether you’re assigning the writing portion of the lesson as
homework or as an in-class writing assignment, read the prompt as a group, or
have students read it individually, and then solicit questions regarding the prompt
or the assignment expectations. Whichever prompt you have chosen, make sure
you are clear about the assignment expectations and the rubric by which you and
the other students will be evaluating them.
b. Organize (RL.11-12.1 and W.11-12.1-2, 4-6). Ask students to go back and annotate
the text with the prompt in mind. They should be organizing their thoughts and the
points they’ll address in their writing as they make annotations. If you’ve worked
on outlining or other organizational tools for writing, this is a good place to apply
them.
c. Write (W.11-12.1-2, 4-6). Have students complete and submit their writing
responses.
d. Review (W.11-12.1-2, 4-6). Use the StudySync “Review” feature to have students
complete one to two evaluations of their peers’ work based on your chosen
review rubric. Have the students look at the peer evaluations of their own writing.
In pairs, ask the students to briefly discuss the peer evaluations. Suggested
questions: What might you do differently in a revision? How might you strengthen
the writing and the ideas?
Extension (additional 100 minutes)
e. Write (W.11-12.1-2, 4-6). For homework, have students write an essay using one of
the prompts you did not choose to do in class. Students should publish their
responses online.
f.
Write (W.11-12.2, 4-6, 9) Many scholars have argued that Machiavelli's The Prince
offers a subtle but readily apparent critique of monarchy and, concurrently, an
endorsement of the principles of the republic. Examine and analyze this excerpt in
light of this argument, especially the second-to-last paragraph. Explain why
Machiavelli is or isn't offering a subversive take on the virtues (or lack thereof) of
monarchical rule. Is this an intentional or unintentional endorsement?
g. Self-Assess (W.11-12.4-5). Use the StudySync assignment creation tool to create a
“Writing” assignment that asks students to address the following prompt:
1.
Reread one of your essays and the reviews of one of your essays
on The Prince. After reading these reviews, what do you believe
were the biggest strengths of your essay? What were the biggest
weaknesses? If you were to go back and write this essay again,
what would you change about your writing process? How has
writing this essay made you a better writer?
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Lesson Plan: The Prince
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
clement (adj.) - kind, merciful
2. reproach (v.) - to express disappointment or disapproval when speaking with someone
3. prudence (n.) - the quality of being cautious or careful
4. imputation (n.) - a suggestion of guilt in someone or something
5. scruple (n.) - feelings that cause you not to do something because you believe it is wrong
6. disposed (adj.) - likely or inclined to do something
7. valour (n.) - bravery, honor, courage
8. insolence (n.) - feelings of rudeness or lack of respect for others
9. legate (n.) - an official representative from a group sent to a foreign country
10. baseness (n.) - wickedness, immorality
Reading Comprehension Questions
1.
Machiavelli uses the example of Cesare Borgia mainly to ____________.
a. demonstrate that cruelty can be effective in a ruler
b. discuss Borgia's many heinous acts
c. give political support to Borgia's candidacy
d. discuss whether it is more important to be feared or loved
2. "For these [murders or robberies] are wont to injure the whole people, whilst those
executions which originate with a prince offend the individual only."
The underlined word most closely means:
a. will not
b. necessary
c. likely
d. unlikely
3. Which of the following sentences best expresses the argument Machiavelli is making in
the sentence above (in question 2)?
a. Being cruel as a ruler can actually lead to more disorder in the populace.
b. A cruel, feared ruler will rob and murder their citizenry, if not controlled.
c. When princes get offended, they are more likely to have people executed.
d. Ruling with an iron fist can actually prevent the populace from further harm.
4. It is better to be feared than loved, according to Machiavelli, because ____________.
a. the bonds of love are not as strong
b. mankind is disposed to betrayal
c. fear of punishment makes subjects fall in line
d. all of the above
5. Men have "less scruple in offending one who is beloved than one who is feared" because
_______________.
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Lesson Plan: The Prince
a.
b.
c.
d.
love isn't a real emotion
the bond of love is stronger
men are opportunistic and wicked
all of the above
6. Whom of the following people is NOT used by Machiavelli as a supporting example of the
value of cruelty?
a. Cesare Borgia
b. Virgil
c. Hannibal
d. Scipio
7. Scipio was a ______________ ruler.
a. Spanish
b. Roman
c. Locrian
d. Greek
8. When it is necessary for a prince to pursue violent or brutal actions, he must be careful to
never ______________.
a. offend the populace
b. take his subjects' women and property
c. allow murders and robberies to continue
d. execute any innocent people
9. Virgil is ______________.
a. a poet
b. a queen
c. the king of Italy
d. a Roman emperor
10. "But, he being under the control of the Senate, this injurious characteristic not only
concealed itself, but contributed to his glory." In this quote, what is Scipio's "injurious
characteristic"?
a. his legate
b. his errors in command
c. his easy disposition
d. his always correcting the errors of others
Answer Key
1. A
2. C
3. D
4. D
5. C
6. D
7. B
8. B
9. A
10. C
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Lesson Plan: The Prince
Further Assignments
1.
For a longer assignment, have students read the entirety of Machiavelli's The Prince,
focusing on the emerging themes throughout. (RL.11-12, 1-6, 10)
2. Have students write a short essay response agreeing or disagreeing with the following
statement: “Niccolo Machiavelli's The Prince is, first and foremost, a work of political
satire.” Students should explain their opinion using relevant details from the text: (RL.1112, 1-2, 4, 6 and W.11-12.1, 4-6, 9)
3. Have students write a brief essay examing allusions to Machiavelli's The Prince in
contemporary pop culture, particularly hip-hop. Why is there a kinship between
Machiavelli and hip-hop? What similar themes do they both explore? (RL.11-12.7 and W.1112.9)
4. Does Machiavelli deserve his bad reputation? Was he a warmonger and a nihilist, or just a
pragmatist concerned with the welfare of the state? Have students respond in a short
essay. (RL.11-12, 1-2, 4, 6 and W.11-12.9)
5. Machiavelli seems to be arguing that an easy, lenient disposition can be concealed by the
machinations of the republic—and actually work to a person's benefit. Is this true? Does
democracy invalidate his points, or is there still some relevance to The Prince in a
democratic society? (RL.11-12. 1, 4, 6 and W.11-12.1-2, 9)
6. What is Machiavelli's view of the role of government? What does a good government
provide to its citizens? (RL.11-12.1-2, 4, 6)
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Lesson Plan: The Prince