MGC English—Antigone Assignment Sheet
A & B Blocks
24 October 2012
BACKGROUND: Now that we have finished reading 1984, what comes next? The
answer is simple: Antigone, by Sophocles!
What is Antigone? Antigone is the third play in a trilogy known collectively as the
Oedipus Cycle, which includes the archetypal tragedy Oedipus Rex as well as the more
uplifting Oedipus at Colonus. Antigone picks up sometime after the second play left
off—Oedipus, the cursed son of Laius and Jocasta, has died in exile, accompanied by his
daughters Antigone and Ismene, while his brother Creon has taken control over the city
of Thebes. Creon has been waging a war against rival city-state Argos, whose army was
led by Antigone’s brother Polynices, a loyal Theban turned rebel who was killed on the
battlefield. The principal plot of the play begins after Creon has dictated that the body of
Polynices be deprived of funeral rites; Antigone, claiming fidelity to the unspoken law
that requires all bodies be interred, defies Creon’s orders, thereby setting up a tragic
tension. Surprisingly, the principal tragic content revolves not around the title character,
but rather Creon, whose hubristic defiance of the gods’ orders sets up his own tragic fall.
The play is a classic of Greek Drama, perhaps the peak of the form (besides Sophocles’
Oedipus Rex, Aeschylus’ Orestia, and Euripides’ Medea that is). These plays may exist
in a semi-spiritual polytheistic society, but their concerns are devoutly human. In effect,
these tragedies allow us to understand some of the mysteries of human behavior that arise
when loyalties clash, when personal integrity bucks up against the integrity of a larger
group (like the State), and when leadership becomes a curse. Like the Bible, Greek
tragedies help us understand certain keys to who we are as a species, and reading them
allows us the insight, the catharsis, that turns us into better, more thoughtful, more
compassionate people.
You are going to love Antigone.
How does studying Antigone relate to our studies this year in Modern Global
Communities? Antigone relates to our studies this year because it provides another
literary template for the story of rebellion and resistance that we began studying with the
1984. Reading Antigone will help us draw connections to other works of literature that
we read as the year goes on—hopefully, when we begin to study Imperialism in Africa,
the Modern Middle East, and the rise of China, we will be able to apply the model that
Antigone provides in its basic story frame. Additionally, since the story introduces us to
our first strong female protagonist, we will be able to relate Antigone’s struggles as a
woman in a patriarchal society to the stories of other female protagonists we study.
OBJECTIVES: Our objectives for this unit will be as follows:
Content Objectives:
a) To examine another archetypal story of rebellion
b) To further explore the contrast between Principled and Personal Rebellion
c) To start a debate about the nature of leadership, and answer the question “How
does a person become a great leader?”
d) To understand the classical definition of “tragedy”
Skills Objectives:
a)
b)
c)
d)
To become experts in reading dramatic dialogue
To continue improving our skills at finding and interpreting ambiguous text
To strengthen our skills at argument (and debate!)
To become more literate and sensitive global citizens
ESSENTIAL THEMES and QUESTIONS:
Here are some questions to consider as we begin to read the text:
1. Power: Is a King’s power important for the good of the people or the good of the
one who holds power? In what contexts can authority be challenged? Is Creon a
good king? How does he exercise his power?
a) Principled v. Personal Rebellion: [Listed as a subcategory of “Power”,
because this dichotomy presents an opposition to those who have power.]
Which characters rebel for personal reasons, and which characters rebel to
uphold their principles? Is Creon a rebel too?
2. Identity: How does Antigone’s femininity shape her rebellion? How do Ismene
and Antigone represent different types of female characters? How do they react to
their subordinate status as women differently from each other? Why is Antigone’s
gender a problem for Creon? How does Creon’s pride play a role in his downfall?
3. Interconnectedness: What role does the Chorus play in justifying or opposing
the authority of Creon? How do Creon and Antigone’s actions affect the world
beyond themselves? How can we connect the lessons about power and rebellion
to the world of today?
And here are some keywords to think about as your read the play:
a)
b)
c)
d)
Radical Femininity
Radical Individuality
The Crisis of Leadership
Loyalty
e)
f)
g)
h)
i)
j)
k)
l)
m)
Integrity
Betrayal
Family
The State
Citizenship
Agency
Sex
Death
HUBRIS!!!!
Though these questions, themes and keywords are many and complex, it will be
important for you to keep them in mind as you read this play.
READING NOTES: You will also (of course) be taking notes on Antigone. Please see
the attached “Antigone Reading Groups” sheet for instructions.
ASSIGNMENT SCHEDULE (All Students!)
DUE Thursday, October 25: READ in Antigone, pp. 55-75, lines 1-376. Begin writing
in your Antigone journals.
DUE Friday, October 26: READ in Antigone, pp. 76-100, lines 377-878. Continue
writing in your Antigone journals.
DUE Monday, October 29: READ in Antigone, pp. 101-120, lines 878-1299. Continue
writing in your Antigone journals.
DUE Wednesday, October 31: READ in Antigone, pp. 120-128, lines 1300-1470.
Continue writing in your Antigone journals.
DUE Thursday, November 1: WRITE Group Argumentative Essay on your
motif/theme. Please upload to turnitin.com by 8pm today (since it’s due at the end of the
day, we will have time to work on this in class).
DUE Friday, November 2: PREPARE for Vocab Quiz #3.