Age 13 Lesson Plan — Augustine’s Two Cities: City of God and City of Man (ACARA v9 English) — clear steps & activities

Overview

This lesson introduces St Augustine’s famous idea that human history is shaped by two overlapping 'cities' or ways of belonging: the City of God (those who live by love of God) and the City of Man (those who live by love of self or power). We will read, discuss, act, and write — to understand the idea, see how it changes how people in the Middle Ages thought, and practice reading and arguing like scholars.

Learning objectives

• Explain Augustine’s two cities in simple terms and give examples.
• Identify how Augustine connects biblical stories to each city.
• Explore how someone can belong to both cities at once (dual citizenship).
• Discuss how Augustine’s view shaped medieval ideas about religion and society.
• Practice reading poetry and writing a short response that connects text to idea.

Materials

• Copy of Percy Bysshe Shelley’s 'Ozymandias' (one per student)
• Short excerpt or summary of Augustine's description of the two cities (teacher handout)
• Whiteboard or large paper for group work
• Paper and pens, or devices for writing

Warm-up (10 minutes) — 'Ozymandias' (Shelley)

1. Teacher reads 'Ozymandias' aloud once, slowly. Students close eyes and listen.
2. Read again. This time students whisper one strong word or phrase that stood out (short, rhythmic, quick — like Ally McBeal’s quick beats: short, surprising, funny or sad).
3. Ask: What is Shelley saying about political/military glory? Who wins? Who loses? (Short pair share for 2 minutes.)

Lesson steps (35–40 minutes)

1. Introduce Augustine’s idea (5–7 minutes)

   Explain the two cities in plain language: City of God = people who live by love of God, working toward heaven; City of Man = people who live for power, pride, or simply this-world success. They overlap. People can be in both, like citizens with two passports.

2. Short reading & guided notes (7–8 minutes)

   Hand out a short excerpt or summary of Augustine’s main passage. Read together. On the board, write two columns: 'City of God' and 'City of Man'. Have students call out traits and examples to fill the columns (eg. humility vs pride; eternal goals vs short-term power; Abraham and Moses often tied to one city, depending on reading).

3. Group activity — Role map (10–12 minutes)

   In groups of 3–4, students map modern examples of each city. One student is the recorder. Examples: a volunteer helping at a shelter (City of God traits), a dictator seeking fame (City of Man traits), a person who votes but also volunteers (dual citizen). Each group prepares a 1-minute 'news flash' reporting how a person’s actions show one city or both.

4. Whole-class share and quick debate (5–7 minutes)

   Groups present their news flash. Then ask a fast debate question: 'Should Christians care about the City of Man?' Quick vote and 2 short reasons from either side.

Plenary & written response (10 minutes)

Students write a short paragraph (6–8 sentences) answering: 'Which city does Shelley’s poem describe? How does this help you understand Augustine’s idea?' Collect for assessment.

Discussion questions (teacher guide + sample starter answers)

1. What are the main attributes of the two cities? How did they come to exist? What are their respective futures?

   Starter answer: City of God: love of God, humility, hope in heaven; City of Man: love of self, desire for power, short-term glory. Augustine traces both back through history and scripture. The City of God’s future is eternal peace; the City of Man’s future is decay and judgment.

2. How does Augustine trace the cities through the Old Testament? Which figures represent each city?

   Starter answer: Augustine reads figures symbolically: for example, Abel and Seth as signs of the City of God (faithful), Cain and others as signs of the City of Man (self-centered). Augustine often reads Old and New Testament together, seeing Israel’s story pointing toward the Church and the heavenly city.

3. What are the flaws in the earthly city? Can earthly things be good?

Starter answer: The earthly city loves itself and makes earthly goods into idols (twisted). But material things can be good if loved rightly and used for God’s purposes.

4. What produces peace and discord between the two cities?

Starter answer: Love of God produces peace; love of self and pride produces discord. When citizens live by love of God, they help peace on earth; when they seek power, conflict follows.

5. How does suffering fit Augustine’s thesis?

Starter answer: Augustine says suffering is part of life in the 'pilgrim' stage (via). God allows suffering in this life but promises healing and perfection in the next. Christians are not always spared suffering but are given meaning and hope through it.

6. To what extent should Christians be concerned with earthly affairs?

Starter answer: Augustine thinks Christians can and should live well in the world (care for neighbors, keep peace) while remembering their ultimate home is heaven — practical engagement, not withdrawal or obsessive politics.

7. What are the implications of Augustine’s thesis for events like the sack of Rome (410)?

Starter answer: Augustine argues that Rome’s fall doesn’t mean God is defeated. Earthly powers rise and fall; true security is in the City of God.

8. How should Christians live and engage culture? Is Augustine closer to Tertullian or Chrysostom?

Starter answer: Augustine is balanced: he rejects extreme withdrawal but also warns against too much love of the world. He builds on earlier thinkers but gives a new, careful picture of dual belonging.

Teacher tips & important notes

• Emphasize 'dual citizenship': Augustine never says you are only one or the other. Christians are often both — working toward a new citizenship while living in the old.
• Explain 'civitas' as 'citizenship' first, then 'city' as a later meaning. That helps students see Augustine's active sense: who you belong to matters.
• Point out Augustine’s influence: he shaped medieval Christianity and later thinkers (Luther, Calvin, Edwards). This helps students see why the idea mattered historically.
• Note the last paragraph in Augustine often surprises students: the City of God doesn’t destroy cultural diversity. It can preserve and adopt peaceful customs from the earthly city.
• For stronger readers, suggest Book 1 of Confessions as a readable follow-up. It’s personal and accessible.

Differentiation & classroom management

• Support: Give a simplified handout with key words and short definitions (pilgrim, patria, civitas, via).
• Extend: Ask advanced students to write a short essay connecting Augustine to a modern news story (How would Augustine interpret today?).
• Assessment: Use the 6–8 sentence paragraph as formative assessment. Look for clear connection between Shelley and Augustine, and correct use of 'dual citizenship' idea.

Assessment rubric (quick)

• Excellent (A): Clear explanation of both cities, connects poem to Augustine, uses examples, mentions dual citizenship.
• Satisfactory (C): Understands main idea, but limited examples or connections.
• Needs work (D–E): Confused about the two cities or mixes them up; few or no examples.

Links to ACARA v9 English (summary)

This lesson supports ACARA v9 outcomes in reading and interpreting texts, analysing how ideas are represented, and producing clear written responses. Activities develop: comprehension, textual analysis, creating arguments, and using evidence — all age-appropriate literacy skills for Year 8–9 (13-year-old) students.

Homework / Extension

• Write a one-page 'Letter from a Pilgrim' as if you were a medieval Christian citizen explaining your two citizenships to a friend.
• Optional: Read Book 1 of Augustine’s Confessions (excerpt) and note one way Augustine’s life shows the two-city idea.

Conclusion — quick, rhythmic wrap (Ally McBeal cadence)

Short lines. Short beats. Augustine says: we live here — and not only here. We are pilgrims. We have two IDs. One card is temporary. One is forever. Keep both in mind. Think: how does that change the way you see news, power, and your own choices? That's the question. That's the lesson.