Throughout the text, Cicero routinely contrasts philosophy with politics. Which of these two pursuits does Cicero regard as the more valuable? Do you agree with his assessment? Why or why not?

Teaching Suggestion: Viewing Cicero within his cultural context may benefit students as they discuss these questions. It may also be helpful to introduce students to what the Romans called the cursus honorum, that is, the advancement of Roman nobles through the political offices that were held in highest esteem.

Differentiation Suggestion: English learners, students with dyslexia, and those with attentional or executive function differences might find sorting through the entire text to find evidence daunting. You might help these students pinpoint the most relevant sections of text to limit the amount they need to review or allow students additional time to gather evidence.

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“Debate like a Roman”

In this activity, students will use collaborative learning and critical thinking to debate Cicero’s definition of duty and justice.

Though he produced a number of important philosophical texts, Cicero was probably best known for his talent as a prose stylist and debater.