Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 16

"I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone

Lesson 16

ELA

Unit 3

10th Grade

Lesson 16 of 24

Lesson Overview

Objective

Analyze the director's purpose in creating Antigone in Ferguson and make connections between the events of the play and Michael Brown's death in 2014.

Readings and Materials

Video: “Antigone in Ferguson” by Theater of War Productions — 00:00–19:46

Lesson Notes

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Resource: Antigone in Ferguson Scene Adaptations Graphic Organizer (G10, U3)

Lesson Notes

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Resource: Antigone in Ferguson Scene Adaptations Sample Responses (G10, U3)

Lesson Notes

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Lesson Map

Lesson

Gain background knowledge on Antigone and its themes by engaging in a Four Corners discussion and exploring a Text Set about Greek theater, Greek tragedy, and the legend of Oedipus.

Materials

“An Introduction to Greek Theatre”
“An Introduction to Greek Tragedy”
“The Legend of Oedipus”

Standards

RI.9-10.2SL.9-10.1

Lesson

Analyze how Sophocles uses characterization to introduce the major conflict of the play.

Materials

Antigone pp. 59–66 — lines 1–179

Standards

RL.9-10.3

Lesson

Analyze Creon's use of rhetorical appeals.

Materials

Antigone pp. 67–75 — lines 179–376

Standards

RL.9-10.3RL.9-10.4RL.9-10.5

Lesson

Analyze the first choral ode and make connections to the podcast episode "Death Interrupted."

Materials

Antigone pp. 76–78 — lines 376–424
“Death Interrupted”

Standards

RI.9-10.2RI.9-10.3RL.9-10.2RL.9-10.4

Lesson

Evaluate Antigone's argument for reasoning, rhetorical appeals, and logical fallacies.

Materials

Antigone pp. 78–90 — lines 425–655

Standards

RL.9-10.3RL.9-10.4

Lesson

Analyze Dr. Martin Luther King Jr.'s reasoning for breaking unjust laws and make connections back to Antigone.

Materials

“Excerpt of 'Letter from a Birmingham Jail'”

Standards

RI.9-10.2RI.9-10.5RI.9-10.9RL.9-10.6

Lesson

Writing

Evaluate the credibility of sources about a global figure who practiced civil disobedience.

Materials

Source Evaluation Graphic Organizer (G10, U3, L7)
Source Evaluation Sample Response (G10, U3, L7)

Standards

W.9-10.7W.9-10.8

Lesson

Writing

Write about the challenges and achievements of a global figure who practiced civil disobedience.

Materials

Research Mentor Text (G10, U3, L8)

Standards

W.9-10.2W.9-10.4W.9-10.5W.9-10.7W.9-10.8

Lesson

Writing

Present on a global figure's civil disobedience and engage in a small group discussion.

Materials

Research Presentations Graphic Organizer and Self-Reflection (G10, U3, L9)

Standards

SL.9-10.1.aSL.9-10.1.cSL.9-10.1.dSL.9-10.4SL.9-10.6

Lesson

Analyze the theme of fate in a choral ode.

Materials

Antigone pp. 91–92 — lines 656–704
“Free Will”

Standards

RI.9-10.2RI.9-10.6RL.9-10.2RL.9-10.4

Lesson

Evaluate Creon's leadership by synthesizing an informational text with Antigone.

Materials

Antigone pp. 93–101 — lines 705–899
“How to Lead in a Crisis”

Standards

RI.9-10.2RL.9-10.3RL.9-10.4RL.9-10.6

Lesson

Analyze how Emma Watson persuades her audience using delivery techniques, as well as rhetorical appeals and devices.

Materials

“Emma Watson at the HeForShe Campaign 2014”

Standards

RI.9-10.6W.9-10.1

Lesson

Analyze Antigone as a tragic hero.

Materials

Antigone pp. 102–107 — lines 900–1034

Standards

RL.9-10.3RL.9-10.4SL.9-10.1

Lesson

Analyze Creon as a tragic hero.

Materials

Antigone — pp. 110–117, lines 1090–1238; pp. 119–128, lines 1272–1470

Standards

RL.9-10.3RL.9-10.4SL.9-10.1

Lesson

Assessment

Socratic Seminar

Engage in a Socratic Seminar about Antigone by supporting arguments with strong textual evidence.

Materials

Antigone

Standards

SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4

Lesson

Analyze the director's purpose in creating Antigone in Ferguson and make connections between the events of the play and Michael Brown's death in 2014.

Materials