Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 5
ELA
Unit 3
10th Grade
Lesson 5 of 23
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Evaluate Antigone's argument for reasoning, rhetorical appeals, and logical fallacies.
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 78 – 90 — lines 425–655
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Evaluate Antigone's argument for why she broke Creon's law. Which rhetorical appeals did she use and to what extent did you find them effective for persuading an audience? Where did she make logical fallacies? How would her argument be stronger had she not made these logical fallacies?
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Consider the sentry's description from lines 464–479 of what happened after he and the guards brushed off the burial dirt from Polynices' body. What might the dust storm reveal about how the gods are feeling? What is the effect of the sentry comparing Antigone to a mother bird?
What is Antigone's perspective about dying for her act of civil disobedience? In your response, incorporate one or more of the following vocabulary words: decree, submit, and/or retribution.
How does Creon respond to Antigone's argument? What types of logical fallacies does he make?
How do you see Creon using gendered language (emphasizing that he is a man and Antigone is a woman)? What does his gendered language show? Do you think he would react the same way if Antigone were a man?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
logical fallacies
common errors in reasoning that undermine the logic of an argument
ad hominem
an argument that attacks the person who is making an argument rather than actually opposing the argument
straw man
an argument that distorts the opposing side's argument to make it easier to attack or refute
false dilemma
an argument that assumes that there are only two options or outcomes in a situation, when there are other alternatives
bandwagon
An argument that assumes that because so many other people hold a specific belief, that belief can't be wrong
hasty generalization
an argument based on insufficient evidence, often caused by a sample which is too small or is not representative of the whole population
red herring
an argument that diverts a discussion from the main argument by changing the subject or bringing up irrelevant points
retribution
n.
punishment inflicted on someone as vengeance for a wrong or criminal act (line 511)
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RI.9-10.8 — Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RL.9-10.3 — 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.
RL.9-10.4 — 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).
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 — 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.
RL.9-10.6 — 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.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze Dr. Martin Luther King Jr.'s reasoning for breaking unjust laws and make connections back to Antigone.
Build background knowledge about Greek theater and tragedy.
Standards
RI.9-10.2SL.9-10.1
Analyze how Sophocles uses characterization to introduce the major conflict of the play.
RL.9-10.3
Analyze Creon's use of rhetorical appeals.
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze the first choral ode and make connections to the podcast episode "Death Interrupted."
RI.9-10.2RI.9-10.3RL.9-10.2RL.9-10.4
RI.9-10.8RL.9-10.3RL.9-10.4
RI.9-10.2RI.9-10.5RI.9-10.9RL.9-10.6
Evaluate the credibility of sources about a global figure who practiced civil disobedience.
W.9-10.7W.9-10.8
Write about the challenges and achievements of a global figure who practiced civil disobedience.
W.9-10.2W.9-10.4W.9-10.5W.9-10.7W.9-10.8
Present about a global figure's civil disobedience and engage in a small group discussion.
SL.9-10.1.aSL.9-10.1.cSL.9-10.1.dSL.9-10.4SL.9-10.6
Analyze the theme of fate in a choral ode.
RI.9-10.2RL.9-10.2RL.9-10.4
Evaluate Creon's leadership by synthesizing an informational text with Antigone.
RI.9-10.2RL.9-10.3RL.9-10.4
Analyze how Emma Watson persuades her audience using delivery techniques, as well as rhetorical appeals and devices.
RI.9-10.6W.9-10.1
Analyze Antigone as a tragic hero.
RL.9-10.3RL.9-10.4SL.9-10.1
Analyze Creon as a tragic hero.
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.
RL.9-10.6RL.9-10.7
Analyze the role of the chorus in Antigone in Ferguson.
Analyze the role of catharsis in Antigone in Ferguson and brainstorm an adaptation of Antigone.
RL.9-10.2RL.9-10.3
Engage in a Socratic seminar about Antigone by supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Analyze Rita Pierson's Ted Talk "Every kid needs a champion" and brainstorm a topic for the performance task speech.
RI.9-10.2RI.9-10.6W.9-10.1.aW.9-10.5
Conduct credible research to appeal to ethos and logos in a speech.
Draft a persuasive speech using rhetorical appeals and devices.
L.9-10.3W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.e
Provide peer feedback on written speech and delivery.
SL.9-10.4SL.9-10.6W.9-10.1W.9-10.10W.9-10.4W.9-10.5
Deliver a speech to persuade an audience.
SL.9-10.3SL.9-10.4SL.9-10.6
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