Plato’s Allegory of the Cave Lesson | IB MYP & ELA Resource

Educational non-profits like the International Baccalaureate and others do a good job of standardizing practices that teachers have been using for decades — perhaps even generations. I made a lesson resource on teaching Plato's Allegory of the Cave. And it has served me well as an educator. However, I wondered if it would hold up to IB standards for the Middle Years Program and beyond. Let's see.

— Greig from Stones of Erasmus

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I wondered aloud: Does "The Cave" lesson align with MYP by linking communication, perspective, and inquiry on truth? It does. Let’s break it down using International Baccalaureate language.

Image Credit: Stefano Pollio

IB Middle Years Program (Language & Literature)

Let’s think about how the Cave lesson ties to the IB’s scope: The IB MYP spans ~Grades 6–10 (Years 1–5). While I think it does a good job aligning standards to this grade band, it also works really well with Grades 11–12; Check out the end of this post — I include an optional IB Diploma Program bridge at the end.

Unit framing (ready to paste into the International Baccalaureate proprietary learning management system ManageBac/Atlas)

• Subject group: Language & Literature (since IB schools use scores of other resources, please know that this lesson on the Cave can co-badge with Individuals & Societies)
  

• Key concept: Communication (how representations convey/shape meaning)

• Related concepts: Perspective, Representation, Intertextuality

• Global context: Personal & cultural expression (how ideas of truth/reality are expressed)

• Statement of inquiry: Representations of reality shape what we accept as truth.

• Inquiry questions

• Factual: What is an allegory? What happens in Plato’s cave?

• Conceptual: How do perspectives and media filter our perception of reality?

• Debatable: Are images and stories reliable ways to know what is “real”?

Approaches to Learning Skills (explicit teach/track)

• Thinking: critical & creative (evaluate claims; generate analogies), transfer (text-to-world/media).

• Research/Media literacy: source purpose, bias, provenance (incl. film clips, diagrams).

• Communication: organizing ideas for oral seminar; crafting clear analytical paragraphs.

• Self-management: goal setting for seminar roles; exit tickets for metacognition.

Learning experiences (adapting the Stones of Erasmus flow to the IB MYP)

1. Hook/Do-Now (5–7 min). Quick write to Essential Q (How do I know what’s real?)—keep. Tie to SOI/inquiry questions.
   

2. Close reading (15–20). Read the plain-language text of The Cave; annotate symbols and shifts (chains/shadows/fire/sun/return). Pair-share a gist paragraph. Note — all of these resources are turn-key and ready to go in the Stones of Erasmus learning resource.

3. Guided discussion (15). Use Qs 1–3; introduce Two Worlds chart with a Socratic “hot seat”: defend/critique Plato’s hierarchy (knowledge vs. opinion/images).

4. Intertextual link (10). Matrix/Truman Show clips; students record claim-evidence-reasoning on an organizer (media as “cave”).
   

5. Exit ticket (3–5). One way the allegory appears in their world (social media, VR, advertising).

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Summative Assessment Ideas (MYP Years 2–5)

Task A — Literary analysis paragraph/mini-essay

Prompt: Explain how one symbol in the allegory develops Plato’s claim about reality and knowledge. Use precise textual evidence.

• Assesses: Criterion A (Analysing) & D (Using language)
  
  

• Success criteria (adapted from levels 5–8):
  
  

• Adept selection of evidence; clear explanation of how form (allegory/symbol) creates meaning; coherent argument; accurate, sophisticated language.

Task B — Socratic seminar with media comparison

Prompt: To what extent is the “cave” a useful metaphor for today’s media environments? Bring one outside example.

• Assesses: Criterion A (Analysing) & C (Producing text—spoken)
  
  

• Products: Pre-seminar position card (organized notes), 10–15 min seminar, reflective paragraph on shifts in your view.
  
  

• Criteria emphasis: Organization for purpose/audience; development and synthesis of ideas; clear oral expression and active listening.

Task C — Creative representation + rationale

Prompt: Redesign the cave metaphor for a modern context (comic strip, infographic, micro-fiction, short video) and write a 300–500 word rationale justifying your choices using allegory terminology.

• Assesses: Criterion C (Producing text) & D (Using language)
  
  

• Criteria emphasis: Purposeful structure, stylistic choices, vocabulary control, explanation of creative decisions using subject language.

Optional extension (Year 5): Comparative analysis of Plato and a contemporary thinker on reality/representation (e.g., Baudrillard excerpt), meeting A & D at higher sophistication.

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MYP Criterion for The Allegory of the Cave in Plain Language

Stones of Erasmus resource element	MYP objective(s) it best serves	Notes / quick tweaks
Plain-language reading & gist	A (identify explicit/implicit ideas); D (accurate vocabulary)	Keep gist but add a one-pager of tiered vocabulary with sentence frames.
Comprehension Qs 1–15	A	Convert some to text-dependent “how/why” prompts to push analysis (Aiii).
Discussion Qs 1–6	A, C, D	Add discussion norms & roles for equitable talk.
Two Worlds chart	A	Add a mini-task: students critique or revise the hierarchy (does art only belong “below the line”?).
Suggested lesson plan	All (formative sequence)	Insert explicit ATL callouts and success criteria per activity.
Sample student visuals/notes	C, D	Keep creative outputs; add a required rationale paragraph (Cii/iii).

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Quick MYP-ready Rubrics Ready-to-Use

• Criterion A (Analysing)
  
  

• 7–8: Perceptive analysis of content/technique/context; well-chosen evidence; insightful conclusions.
  
  

• 5–6: Effective analysis with relevant evidence; clear conclusions.
  
  

• 3–4: Some analysis; uneven evidence.
  
  

• 1–2: Limited comprehension/description.
  
  

• Criterion B (Organizing) (use for essay tasks where structure is assessed)
  
  

• 7–8: Purposeful organization; cohesive paragraphs; effective referencing.
  
  

• ... (scale down similarly)
  
  

• Criterion C (Producing text)
  
  

• 7–8: Sophisticated choices for purpose/audience; coherent development; engaging style.
  
  

• ...
  
  

• Criterion D (Using language)
  
  

• 7–8: Precise, varied vocabulary; accurate grammar; subject-specific terms used effectively.
  
  

• ...

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Differentiation & inclusion (MYP-aligned)

• Scaffolds: dual-coding (images + text), guided annotations, sentence starters for claims/rebuttals, glossary for allegory, epistemology, empirical, abstract.
  

• Extensions: add a primary-source excerpt from Republic Book VII for close reading; student-led colloquy on whether art belongs “below the line.”
  

• Wellbeing: pre-teach the “killing the freed man” as allegorical; offer opt-out from that specific detail if needed.

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Strengths & Suggestions and Growth Areas

Strengths

• Clear essential question and high-interest, accessible retelling—excellent for mixed-readiness classes.
  
  

• Ready-to-use discussion/comprehension sets + answer keys; strong entry into philosophical thinking for ELA.
  
  

• Authentic classroom provenance with student artifacts and teacher reflections (credibility + practicality).

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Optional bridge to Grades 11–12 (IB DP)

• TOK: Knowledge question—To what extent are sense perceptions reliable ways of knowing? Link Areas of Knowledge: The Arts vs Human Sciences using the cave as metaphor

• Language A: Literature: Paper-2 style comparative prompt on representation vs. reality across texts/films.

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Wax Tablets & Ramen Dreams: Horace’s Hustle Through School in Ancient Rome

Horace

In this post, I trace Horace’s wax‐tablet hustle and Cicero’s scroll‐toting swagger to today’s laptop lectures and TikTok chats, proving student life — status symbols, gossip, and big dreams — still beats with the same ancient pulse.

Why Horace’s Father Snubbed Rome’s Elite Prep School

“He wouldn’t send me to Flavius’ school, where the fine lads —sons of proud centurions — strode in with satchels and tablets on their left arms, eight coins of tuition clasped in hand on each Ides.”

—Horace, Satires 1.6. 75-79 

From Clay Tablets to Campus Chats: Student Life in Ancient Rome vs. Today

In ancient Rome, heading to school meant carrying a tablet — and no, not the digital kind. Roman poet Horace dryly noted that wealthy students strolled to class with wax tablets and leather satchels, ready to pay their monthly tuition. Horace, however, didn’t come from money. His father, a freed slave, scraped together enough to send him to Rome for a proper education. Think of Horace as the scholarship kid living on the ancient equivalent of ramen and PB&J, while his classmates showed up with nicer gear and more lunch money.

Cicero, by contrast, grew up in an upper-middle-class family and received a top-tier education in literature, philosophy, and rhetoric. He likely had the finest tablets, an arsenal of scrolls, and perhaps even a capsarius — a servant to carry his school supplies. Imagine having someone attend class and take notes for you! Later in life, Cicero did just that, hiring his enslaved secretary, Tiro, to take dictation in shorthand. You could say he managed to outsource his homework after all.

Fast forward two millennia, and students now tote sleek laptops instead of wax tablets. But one thing hasn’t changed: the tech you carry still signals status. School has always been a social arena, where cool gear gives you a boost — whether it's the latest MacBook or a particularly fine stylus.

When it came to staying in touch with home, Cicero would’ve envied our instant messages and video calls. He once received a letter from Syria after 27 days. Imagine waiting over a month to hear from your mom! In an age of TikToks and texts, we forget that “mail” once meant a horse and a lot of hope. But even then, students grumbled about slow replies from home.

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Gossip, Reputation, and Parental Oversight

Classrooms, ancient or modern, are more than places to learn — they’re breeding grounds for gossip. Horace took pride in avoiding slander and credited his father’s watchful parenting for keeping him out of trouble. “He guarded my innocence,” Horace wrote, recalling the day his father walked him to school. It turns out campus rumors aren’t a modern invention. Back then, a clever insult could be scribbled on a wax tablet and passed around — the Roman equivalent of a subtweet.

Horace’s father understood the risks of student life. He personally escorted young Horace to class and even sat in on lessons to shield him from bad influences. Today’s parents may not accompany their kids to lectures, but they show up at orientation, worry about safety, and dream big for their children’s future — often hoping they’ll be the first in the family to earn a college degree.

Horace’s father, once enslaved, dared to give his son a gentleman’s education — a radical act that still resonates. Like many modern parents, he saw learning as a way out, a step up, and a gateway to independence. And just like today, a student’s reputation mattered. Horace was proud no one could accuse him of greed or debauchery. Maintaining a good name was as vital in the Roman Republic as it is on today’s campuses — whether through whispered rumors or viral posts.

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Rhetoric, Romance, and the Eternal Student Struggle

No PowerPoint? No problem. Roman students like Horace and Cicero gave speeches from memory — a high-pressure task that trained them for life in politics or public service. Rhetorical exercises were central to elite education, and being able to speak on the fly was the gold standard. Public speaking still makes palms sweat today, even if we now have slides and teleprompters to lean on.

Of course, student life isn’t all essays and exams. Horace’s poetry often reveals a heart caught up in love. In one Ode, he daydreams about a faithful lover — a glimpse into his emotional world that feels all too familiar. You can practically picture him in Athens, juggling crushes and classwork, trying to become a famous poet while nursing heartbreak.

Sound familiar? Modern students are still navigating late-night study sessions and love lives. Whether it’s a classmate who catches your eye or a messy breakup during finals week, the collision of romance and responsibility is timeless. Horace’s longing for a girl under the porticoes of Athens mirrors the modern dilemma: chase your dreams, but don’t flunk out while doing it.

And outside the classroom, Horace dabbled in extracurriculars — namely, writing poetry and briefly serving in Brutus’s army after Caesar’s assassination. Today’s students join clubs or advocate for causes. The urge to make a difference while balancing coursework? Eternal.

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Changing Times, Timeless Traditions

So, what’s really changed since the days of Horace and Cicero? Scale, diversity, and freedom. Roman schools were small and socially exclusive. Today’s universities welcome students from all backgrounds, cultures, and genders — a scale and inclusivity Rome never imagined.

Freedom of choice has also evolved. In Horace’s time, education often locked students into a career path chosen by their family. Poet Ovid famously griped that his dad wanted him to be a lawyer — but he just wanted to write. Horace, too, chose poetry over politics, thanks to support from his patron Maecenas. It was a risky move, akin to turning down med school to join a garage band — but it was his dream.

Marriage expectations? Also very different. Rome pushed young adults into arranged marriages that served economic or political interests. Horace avoided that trap and remained a bachelor — even as Augustus tried to legislate marriage into fashion Horace managed to avoid that fate – he never married, remaining a bachelor with no kids. (Suetonius reports that Augustus Caesar passed laws against bachelorhood, essentially nudging men like Horace to marry and produce heirs, but Horace still did his own thing). Today, we marry (or don’t) on our own timeline. Education now symbolizes personal freedom rather than civic obligation.

Still, the heart of school life beats with familiar rhythms. Students today, like Horace and Cicero before them, juggle studies and social lives, battle homesickness, crave independence, chase ambition — and occasionally fall in love. Whether you’re writing verses in Latin or pulling an all-nighter in Python, you’re part of a tradition as old as civilization itself.

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Same Human Story. Different Tools.

Clay tablets have become iPads, scrolls replaced by PDFs, and letters by instant messages. But the student experience — learning, laughing, gossiping, dreaming — remains remarkably unchanged. Horace and Cicero might raise an eyebrow at modern campuses, but they'd surely recognize the thrill, stress, and promise of student life.

Two thousand years on, we’re still trying to get to class on time, still trying to find our voice, and still wondering if the person three rows down might text us back.

Works Cited (MLA):

• Cicero, Marcus Tullius. Letters to Atticus, translated by E. O. Winstedt. Gutenberg Project, 1921. (Letter of Aug. 15, 47 BC, showing a 27-day transit of a letter).

• “Cicero.” NumberAnalytics Blog, 28 May 2025, pp. 1–3. (Early life of Cicero: wealthy equestrian family, top education).

• Horace. Satires I.6, c. 35 BC. (Horace on school: wealthy kids with tablets; his father’s protective guidance).

• Horace – Biography. Academy of American Poets, Poets.org. (Horace’s background: son of a freedman; finest school in Rome by Orbilius).

• “Horace: The Son of a Slave Who Became Rome’s Leading Poet.” World History Encyclopedia, edited by Donald L. Wasson, World History Encyclopedia, 2020. (Horace’s later life: patronage of Maecenas; remained unmarried despite Augustus’s law).

• New York Public Library Digital Collections, The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Print Collection. Horace. 1800-1910.

• “Ovid.” World History Encyclopedia, edited by Donald L. Wasson, 2017. (Ovid’s early life: father urged him toward law and politics over poetry).

• “Roman Education.” World History Encyclopedia, World History Publishing, 2019. (Overview of Roman schooling: students’ equipment, use of slaves, rhetorical exercises).

• Tiro, Marcus Tullius. Wikipedia, Wikimedia Foundation, last modified Jan. 2023. (Cicero’s secretary Tiro and his duties: taking dictation, managing correspondence)

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