Lesson Plan for Henrico 21
Teacher Name: Molly Lynde. Created by Alan E Miller- Berkeley High School. Adapted by Molly
Lynde – Godwin High School
Collaborators: none
Lesson Title: The Mack Attack. Machiavelli’s The Prince
Target Grade/Subject: 9th/10th grade World History II
Length: Eight 45 minute classes or Four 90 minute classes
Summary: Students will discover that, as one of the founding documents of modern political
theory, Machiavelli’s The Prince remains relevant today. Students will specifically deconstruct
select readings, produce online posters (www.glogster.com) of modern day administrators’ and
school community leadership realms, examine popular media (The Simpsons episode “Bart the
General”), and participate in a live blogging seminar (“Does the end justify the means”) in which
parents, administrators, teachers, and senior English students also participate in the
conversation via a www.CoverItLive.com event blog. Final assessment will be a series of
modern day dilemmas in which students will address in a Machiavellian manner (“What would
Machiavelli advise and why?”)
Essential questions or objectives: Fundamental questions are: What is power? What form does
it take? How is it gained, used, and justified? Does the end justify the means?
Standards: WHII. 2b.The student will demonstrate an understanding of the political, cultural,
geographic, and economic conditions in the world about 1500 a.d. (c.e.) by
b)
describing artistic, literary, and intellectual ideas of the Renaissance.
Resources:
Technology Used:
● http//:www.coveritlive.com is a free web based software that encourages real time
participation in discussions. With the use of video clips, surveys, audio, and text students
are actively engaged as they "text in," and you can open the discussion to any global
level or participants. The moderator of the event can preset the media library and
completely monitor, privately message, and publish all comments. CoverItLive must be
embedded in a wiki or other blog in order for participants to access it.
● Online versions of text are permissible.
● In place of standard posters students may create online posters at
http://www.glogster.com.
● The Simpsons episode “Bart the General” – other episodes might also be appropriate.
● Other Required Resources: Machiavelli’s The Prince, poster materials, handout of Italy
map of 1500 showing different principalities, and background lecture notes.
Lesson Development:
Process/Tasks:
Day 1: Provide map of Italy 1500 with introductory notes explaining the context of Italian politics
during Machiavelli’s time.
Day 2:
1. Teacher reads dedication and chapter 1 out loud.
2. Students should arrive at - Machiavelli is kissing up to the Magnificent Lorenzo Di Peiro
de Medici
3. Discuss reading text closely enough to determine meaning of words from context.
4. Give sheet with definitions, and we will determine which definition fit the word.
5. Identify and cluster words in which Machiavelli reveals his purpose: to compare the
luxurious language and lavish gifts Medici might expect from him with his "humble,
simple, practical" insight.
6. Speak of Machiavelli's discussion of perspective required for the task he sets out for
himself - i.e. not standing face to face with his potential benefactor but staring up, as at
the foot of a great mountain.
7. Prep students for homework which is to read chapter 8 and 15 by modeling. Model
chapters 1-2. Students are to: Number each paragraph (if book copy) and write titles or
headings of each paragraph. Headings don't have to be elaborate - can use words in the
paragraph where appropriate. They can identify the functions of the paragraphs to
indicate which paragraphs summarize what had gone on before, which paragraphs
provide examples, and which paragraphs defined terms. Ex: "summary of paragraphs 15" or "Examples of ______" or "______ Defined"
Day 3:
1. Revisit/review to assure student understanding of chapters 8 and 15.
2. Compare "mixed princedoms" to "blended families" as tool to further comprehension.
3. Offer the "Stepmom rule" which posits that a stepparent, like a new Prince, "cannot
avoid offen(ding) his new subjects."
4. Personalize: by comparing Godwin to Deep Run and/or if they should ever join forces
against Freeman (Machiavelli would say no as state should never join with larger state
unless absolutely forced to do so. Such states, he reasoned, would be tempted to take
two states at once).
Homework: read chapter 16-17. Label functions of paragraphs as before.
Day 4:
Discuss what maxims have they heard from their parents or media?
Distribute maxims from The Prince. What did these sayings mean and what did they tell
us about the culture that is their source?
a.
b.
c.
d.
e.
f.
“He who builds on the people builds on mire.” (26).
“He who is the cause of another’s greatness is himself undone.” (18.)
“Leave it to time.” (6: Machiavelli argued against this popular maxim)
“The temper of the multitude is fickle.” (14.)
“A Prince who is not wise himself cannot be well advised by others.” (64.)
“Nothing makes a Prince so well thought of as to undertake great enterprises and
give striking proofs of his capacity.” (59.) (Having a strong foreign policy – i.e.,
undertaking “great enterprises” – actually meant taking over other countries and
displaying one’s military might. The Prince is full of such euphemisms.)
g. “He who wishes to deceive will never fail in finding willing dupes.” (46.)
Homework for students: Read remaining chapters 18-19. Label paragraph functions.
●
●
●
Watch The Simpsons: “Bart the General.” Students will create Film sheets- induce
students to look carefully for events and dialogue that enhance their understanding of
The Prince - discuss quotes from Machiavelli that seemed to describe the circumstances
of the show.
Have students take home memo with instructions inviting parents/guardians to
participate in tomorrow’s Paideia seminar: Does The End Justify The Means?
○ Note: my students have already been exposed to the simple procedure of using
the micro blog website http://www.Coveritlive.com.
Provide students with seminar’s essential question Does The End Justify The Means?
and advise them to use Machiavelli’s chapter 18 to find textual support for their answer
to the following prompt to be used in the seminar:
Years ago, Berkeley Mayor Tom Bates destroyed thousands of copies of the Daily Cal (UCBerkeley) student newspapers that did not endorse him as a candidate in the mayoral race.
Day 5:
1.
2.
Review/Discuss chapters 18-19.
Activity:
Form groups of 4 to create posters (use www.glogster.com) in which they show how
a school librarian, a small town mayor, a high school principal, a coach, a teacher, a
dean, a history teacher, a parent, or a class president would use Machiavellian
principles to "effectively rule" their domain. Posters have to describe and illustrate
the ruler's environment. Ex: What would a Machiavellian librarian emphasize in
organizing the library? What type of monuments, posters, and technology would
decorate the library? Posters will also have to provide at least two symbols of the
ruler and his/her leadership style. Posters need to include at least three quotes or
paraphrases from the text. Posters need to include 5 adjectives describing the ruler
or the environment the ruler created.
Day 6:
●
Collect/discuss posters.
a.
ndorse him. What would Machiavelli think of this and why?
Day 7:
Using http://www.coveritlive.com conduct Paideia Seminar: Does The End Justify
The Means?
Procedural explanation of seminar attached and listed below.
Essential Question: Does The End Justify The Means?
Framework: Power – how does one get and maintain it?
Readings: passage #18 “The Way Princes Should Keep Their Word”
Pre-Activity (completed day prior)
1. Students will read provided passage:
2. Students will mark passages by every 5th line for seminar reference
3. Circle and define any unknown vocabulary
Seminar Format:
Fishbowl style where there is an inner and an outer circle. Inner participates, outer observes.
Outer will be linked to specific partner in the inner circle. Parents will be invited to participate
as outer channel participants.
In this case: invited community members will actively participate in Cover It Live.
They will be responsible for recording their inner seat partner’s responses.
They will also be allowed to take a hot seat where they will “come in and ask a question
or contribute a comment. This will be done via Cover It Live comments the teacher will
moderate and allow.
Seminar Questions: (students will provide textual reference to support their answers)
1. How would you re-title the passage?
2. Years ago, Berkeley Mayor Tom Bates destroyed thousands of copies of the Daily Cal
(UC-Berkeley) student newspapers that did not endorse him. What would Machiavelli
think of this and why? Machiavelli would say this was fine. Anything you can do to
acquire or maintain power is good. The problem here is getting caught.
3. What does Machiavelli say about appearances?
4. What does he say is necessary to keep power?
5. What does Machiavelli say about “keeping your word” aka honor?
6. What does he say about results?
7. Do you agree the world is ruled by mobs?
Seminar Exit:
● Does the end justify the means? – ask your folks and record the answer in your
notebook.
● Note: participants will be given a seminar reflection form asking for their feedback on the
seminar format.
● Homework: Students will be assessed in the next class. They will be given an essay
prompt in which they have to respond in a Machiavellian manner. They may use their
books to offer evidential support.
Day 8:
Assessment Essay Prompts
1.
2.
3.
4.
5.
You are a current senator planning a future run for president, with a child who has been
admitted to West Point (a military academy), Harvard (an old elite college with a fine
reputation) and Amherst College (a fine, small, liberal arts college in Massachusetts).
According to Machiavelli, where do you encourage your child to attend college? Why?
If you are a Machiavellian Prince, do you cut the budget of the National Endowment of
the Arts? Why or why not?
Former President George W. Bush twice opposed raises for soldiers. Soldiers have
been reluctant to criticize him about this issue or to comment on how poorly the medical
facilities for soldiers have been maintained. How would Machiavelli explain the behavior
of Bush and the soldiers?
You have been elected president when you discover that you are inheriting an enormous
budget deficit. Do you go ahead with the publicly funded inaugural bash that you have
planned or do you save the money for more pressing economic and social needs? What
would Machiavelli advise and why?
You are the new CEO of a company facing negotiations with your two most important
employees unions – on is the most skilled, best paid, and most powerful; the other is a
relatively new union. What do you do? What would Machiavelli say about your
response?
Evaluation Procedure:
Assessment of objectives: see above for details but both the Glogster poster, and the seminar
participation will count as homework/class work grades. The essay will count as a test.
Evidence of student accomplishments can be found at the following link:
http://mlynde.wikispaces.com/Evidence+Page+Great+ideas+and+products+which+have+come+from+my+students
TIPC Assessment:
Research and Information Fluency:- Creating functional labels of paragraph readings offers a
foundation to translating Machiavellian text into current language.
Communication and Collaboration:- 1) The CoverItLive microblog seminar invites
communication between different classes and with administrators, teachers, and parents. 2. The
creation of the posters of Machiavellian realms as seen in modern-day school setting stress
communication and collaboration
Critical Thinking and Problem Solving: 1) The seminar will require applying Machiavellian
principles to modern day situations. 2) The essay will also require the application of
Machiavellian thought to current day issues.
Creativity and Innovation: Watching episodes of the Simpsons to apply Machiavellian
philosophy appeals to diversified learning styles. Applying Machiavellian principles to create
posters of current environments encourage original work