Antigone Unit
Common Core Curriculum
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
7. Analyze how an author draws on and transforms source material in a specific work.
8. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
9. Draw evidence from literary text to support analysis, reflection, and research.
10. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
11. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
12. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Review – Brainstorm background knowledge from Greek Mythology and Greece.
Read – Greek Drama: Out of Ritual (textbook)
http://www.youtube.com/watch?v=RK-dbLiaGvU
http://www.youtube.com/watch?v=aSRLK7SogvE
http://www.youtube.com/watch?v=dSr6mP-zxUc
Read - background information--Students must understand that The Myth of Oedipus precedes the play. It is
important for students to understand the connection between the characters (textbook).
http://www.youtube.com/watch?v=oXyek9Ddus4
http://www.youtube.com/watch?v=rf-gLKT9R6Y
http://www.youtube.com/watch?v=4lDQqTsVfVk
Pose critical-thinking questions and responses - HOW? WHY? EXPLAIN!
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Are Conscience and Divine Law the same thing?
Is Conscience, or merely the awareness of Conscience, variable from person to person?
What is the source of Conscience? Is it supernatural? Natural? or Human?
What sort of evidence would we need to collect to answer or support an answer to Question #3? How
would such evidence be gathered?
What is the connection between Civil Law and Divine Law, if any?
What exactly is meant by "fate”?
Can "fate" be escaped or otherwise perfected?
Does the "voice of Conscience" speak to us through our feelings, or does it speak to us in some other less
obvious way?
Is Conscience anything like a poetic "muse" which uses us, as it were, as a kind of medium?
To what extent does a social circumstance alter or (for that matter) produce a Conscience?
What is the main characteristic of Tragedy? What is the difference between the tragic and the pathetic?
Give some examples of pathos.
Give some examples of tragedy as seen in modern movies, books, TV shows.
What is loyalty?
How important is the family bond? Examples of bondingShould someone be loyal to his or her family, no matter what the cost?
Is it important to take risks in life?
When is it okay to rebel and say no?
Introduce Antigone
Read –Listen-View Drama – textbook – page 690
Evaluate comprehension and learning
Quiz I, Quiz 2, Quiz 3, Quiz 4, Quiz 5
To assess learning - figurative language, comprehension, characterization
http://www.youtube.com/watch?v=wwo9LP15oYQ
Writing wrap up – Why?-How? – Write a response for question five, and then respond to one other
number of your choice.
1.
2.
3.
4.
5.
Is Antigone's treatment of Ismene evil?
Is Antigone an Ice Queen or the warmest, most committed person?
Why does Antigone like her dead brother better than her live sister?
Is this a tragedy without hope? Support your answer with evidence from the play.
In ancient Greece, women held inferior positions in society, remaining in separate quarters in the
household. They were expected to follow their father’s or husband’s rules, and to be spoken of as
little as possible. Today, great strides have been made in the struggle for gender equality in America.
What improvements could still be made? Where are there still inequalities? How can our society ensure
equal treatment and opportunity for men and women alike?
Extension - Research – Homework
Discover a country where women’s roles are still very limited.
Present information, findings, and supporting evidence
http://www.thestar.com/news/world/2008/03/08/ten_worst_countries_for_women.html
http://www.thedailybeast.com/articles/2011/09/18/best-and-worst-countries-for-women-from-iceland-to-theu-s-to-pakistan-and-afghanistan.html
CRAB - Evaluation Criteria - When you search for information, you're going to find lots of it . . . but is it good
information? You will have to determine that for yourself, and the CRAAP Test can help. The CRAAP Test is a
list of questions to help you evaluate the information you find. Different criteria will be more or less important
depending on your situation or need.
Currency: The timeliness of the information.
ional?
Relevance: The importance of the information for your needs.
your needs)?
Authority: The source of the information.
nsor?
examples: .com .edu .gov .org .net
Accuracy: The reliability, truthfulness and correctness of the content.
Purpose: The reason the information exists.
t is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?
mpartial?
Evaluation Rubric http://northroutt.com/wordpress/wp-content/uploads/2011/10/Document2.pdf