English 4
Antigone - -Sophocles
Lesson - Martyr
Objectives: The nature of the tragic hero or heroine as demonstrated in the character Antigone. The students will be able to discuss the argument for Antigone's martyrdom. The students will be able to demonstrate and understanding of a martyr and of a character's "tragic flaw". They will do this through discussion and writings pro and con to Antigone's and Creon's actions.
The students will have read through the play through the arrest of Antigone.
The students will have understand the definition of a martyr and the definition of a character's tragic flaw.
This lesson acts as a precursor to the investigation project.
Motivator: (written on the board) Martyr
Q. What is a martyr?
Q. What are people willing to sacrifice? For what causes?
Q. What are you willing to sacrifice?
Q. What are you willing to die for?
Q. Have we seen any examples of this "martyrdom" in history? In the present day?
Q. What do we learn from this?
Pivotal: (on the board) Antigone
Q. What is Antigone willing to sacrifice?
Q. What makes her willing to give up her own life?
Q. How can this be seen as tragic?
Q. In what ways does Thebes see Antigone as tragic? Heroic? Insane?
Activity: Role playing discussion
English 4 pg 2
Antigone - -Sophocles
Lesson - Martyr
Materials: Photocopy handout with list of Roles.
This list may be expanded upon
Antigone - is she right or is she wrong?
Local Religious leaders
Local Official
Parent with children
Soldier defending Thebes
Captured enemy soldier of Polynices' army
Wife of soldier killed in battle
Media reporters
Soldiers who captured Antigone
Friends of Antigone
Supporters of Creon
others
Procedure:
The class is divided into pairs of students.
The handout is distributed to each pair, and the students decide aloud who will take which specific roles.
Each pair of students must decide whether Antigone's actions constitute heroism or insanity. With references to the play (up to this point) create a convincing argument using at least two examples to justify your point. Each should be three to five sentences in length.
Ten to fifteen minutes
Share for discussion
Summation: Can we draw any conclusions about martyrdom? About a cause worth dying for?
Closure: Write a letter to the editor of a local news service voicing your opinion of Antigone. Explain how you feel, and what you think should be done.
English 4
Antigone - -Sophocles
Lesson Family
Objectives: The relationships and the conflicts within a family.
The students will be able to discuss and understand the conflicts people can have within a family. In Sophocles' play the moral conflict is also a conflict over the roles of family members. The students will be able to see how these conflicts were not, but could have been resolved.
The students will have read at least the first quarter of the play and have a general knowledge of the story of Oedipus. This can be done through review, or video.
Conflicts: Antigone and Ismene
Polynices and Eteocles
Antigone and Creon
Creon and Polynices
Motivator: (on the board) Family - relationships and conflicts
Q. How well do you get along with the members of your family?
Q. Do you have a good relationship with parents, grandparents, uncles, cousins?
Q. Which family members seem to have the most authority? The least authority?
Q. Where do you fit in?
Pivotal:
Q. What kind of relationship does Antigone appear to have with Ismene? With Creon?
Q. What kind of relationship did the sisters appear to have with their brothers?
Q. What was the implied relationship between Eteocles and Creon?
Polynices and Creon?
English 4
Antigone - -Sophocles
Lesson Family
Activity: On board - Antigone in today's society
The circumstance of Antigone's family are certainly unique, or are they? Aside from the issue of incest, how could we modernize the story of Antigone? What could the new conflict be? Who would these characters be today? What characters from film, television or other pieces of literature could be used to modernize the story of Antigone?
Using the methods of today's society how could these family conflicts be resolved?
Procedure:
The students will divide into groups of five. One pair of students will represent one side of the "modernized" Antigone and another pair as the opposing side. The fifth student in each group will act as moderator.
Each pair within the group will state the conflict, and explain their point of view. The moderator will keep each pair within time constraints (three to four minutes per pair) and then try to resolve the conflict.
Example:
Antigone has stolen from Uncle Creon to bail drug dealing Polynices out of jail. Uncle Creon wants to have Antigone arrested, but Antigone's sister Ismene has come to her defense.
What does Antigone say in her defense? What does Creon intend to do? How can the moderator help to resolve this?
or
At the funeral of Eteocles, Antigone reveals she has arranged a second for Polynices. Uncle Creon refuses to attend, but the moderator has Antigone and Haemon meet with Uncle Creon and Eurydice.
Summation: Are there ways to possibly avoid disaster with open communication? Are some family conflicts unresolvable?
Closure: Choose a character and advise them how to avoid possible conflicts with the other characters in the play. 100 words.
English 4
Antigone - -Sophocles
Study Guide Questions
1) Explain the family relationship of Antigone, Ismene, Polynices Eteocles and Creon.
2) What is the function of the chorus?
3) What is the setting, and the length of time of the play? How does it affect the plot? How does it affect the actions of the characters?
4) Explain Antigone's crime.
5) Explain Teiresias' predictions. How do they affect Creon?
6) What punishment does Creon proclObjectives for the burying of Polynices? How does he change it for Antigone? Why has he done this?
7) Describe Ismene's actions with Antigone in the beginning of the play. How does she change after Antigone's arrest?
8) Define the terms protagonist and antagonist. Which character appears to be the protagonist? The antagonist? Is there a "winner" to the conflict of the play? Explain.
9) Which character is seen as a victim of fate? Which character has taken control of his or her fate? Explain how.
10) What did Creon intend to gain by issuing his decree concerning Polynices? What did Antigone hope to gain by defying this decree?
11) Can this play be seen as Good vs. Evil? Explain.
12) Many of the characters make decisions and take action. Which characters can be seen as acting from "good" judgment? From "poor" judgment? Explain.
Essay:
Sophocles' main characters Antigone and Creon can be seen as either heroic or self destructive.
In a five paragraph essay with specific references to the play choose a main character and show them as either heroic or self destructive. Explain how their thoughts and actions have made them either heroic or self destructive. Compare and contrast your examples, and justify your conclusion.
English 4
Antigone - -Sophocles
Study Guide Questions
Content Questions: Scene by Scene
Prologue
1) Who is Antigone? Who is Ismene?
2) What character has issued a decree? What is this decree?
3) Who are the two characters that have been killed? What was their relationship to the two women? To each other?
4) Explain the decision made by the Antigone.
5) Explain Ismene's reaction.
6) What do we learn from the Chorus and the Choragus? What do they look forward to in the future?
7) Which brother attacked Thebes? Why?
Scene 1
1) Who is Creon? What position has he taken in Thebes? How has he done this?
2) Explain briefly Creons' principles.
3) Explain briefly Creon's decision concerning Polynices and Eteocles. What will be the punishment for disobeying this decree?
4) Who do the Chorus and Choragos represent? How do they react to Creon's decree?
5) Describe the Sentry. Why does he appear almost humorous? What news does he give Creon?
6) Explain Creon's reaction to the Sentry. What does he threaten the Sentry?
7) What must the Sentry do for Creon? If the Sentry refuses or fails what will happen?
8) In Ode 1 what is the Chorus' view of man and laws?
9) Explain the battle that has taken place before the Prologue of the play
English 4
Antigone - -Sophocles
Study Guide Questions
Content Questions: Scene by Scene
Scene 2
1) Why has the Sentry arrested Antigone? Of what crime does the Sentry accuse her?
2) Explain what the Sentry witnessed while on guard.
3) What is Antigone's response to the Sentry's accusations?
4) What is Antigone's view on the treatment of the dead? How does this conflict with Creon?
5) Who does Creon arrest after his interrogation of Antigone? Why does he do this?
6) Explain the argument between Ismene and Antigone. How had Ismene changed?
7) Explain the relationships of Creon, Antigone, Ismene and HObjectiveson. How are Polynices and Eteocles a part of these relationships?
Scene 3
1) What is HObjectiveson's response to Creon's decision?
2) What are Creon's feelings about "lawbreakers" and "critics of the government"?
3) What is HObjectiveson's response to Creon over Antigone's crime?
4) What does HObjectiveson mean when he says:
"In flood time you can see how trees bend.
And because they bend the twigs are safe
While stubborn trees are torn up, roots and all."
What is the "flood"? Who are the "trees"?
5) What is HObjectiveson's promise to Creon?
6) What is Creon's decision for Antigone's punishment?
7) Explain the Chorus' view of love at the conclusion of this scene. Ode 3.
English 4
Antigone - -Sophocles
Study Guide Questions
Content Questions: Scene by Scene
Scene 4
1) Antigone blames the "blasphemy" of her birth for her crime. Is her crime her family's fault of her own fault? Why?
2) Explain why Creon feels that Antigone's death will be "her affair" and not Creon's responsibility.
3) Why does Antigone feel she has "done no wrong"?
4) What are one of the myths the Chorus' speech tells? Why would the chorus tell these myths?
Scene 5
1) Who is Teiresias? What is his special "gift"? What is his handicap?
2) What has Teiresias told Creon of this "new calamity"?
What advice concerning "pride" does he give to Creon?
3) What does Creon accuse Teiresias of doing for money?
4) What final warning does Teiresias give Creon?
5) After Teiresias exits the Chorus tells Creon an important fact about Teiresias. What is this fact and how does Creon react?
6) What action does Creon agree to take at the urging of the chorus?
Exodos - Scene 6
1) What does the messenger tell us about fate?
2) Who is Eurydice?
3) What explanation does the messenger give to Eurydice?
4) How has Antigone died?
5) Explain the death of HObjectiveson. How was Creon involved in HObjectiveson's death?
6) Which of the surviving characters dies at the conclusion of the play? How did this death occur?
English 4
Antigone - -Sophocles
Vocabulary
prologue -
decree -
Oedipus -
yield -
meddling -
Thebes -
famished -
auspicious -
Sentry -
doddering -
senile -
pious -
prows -
sultry -
ode -
anarchic, anarchy, anarchist -
carrion -
vigil -
Zeus -
Aphrodite -
Furies –
entrails -
recoil –
fate –
prophet –