Background on Greek Theater

-Ancient Greeks created drama as we know it. All of it came out of Athens which became the greatest

city/state after the Persian wars (480 B.C.).

-Part of a religious festival in honor of the Greek God, Dionysus that incorporated song and dance-

called Dionysia. The festival was held each spring. Performances were held in the great open-air

theater of Dionysus in Athens. The festival would last for several days (4-5) (like a Lollapolooza or a

Woodstock). Performances were held during the day because of lack of lighting at night.

-Every citizen attended these plays (approx 15,000 spectators). Prisoners were released on bail and most

public business was suspended.

-The wealthy citizens bore the expense of costuming and training the actors as a public and religious

duty. They would be exempted from taxes for contributing to the theater.

-At the end of each year’s festivals, judges would vote to decide which playwright’s play was the best.

-Sophocles won first prize at the Athenian festival 18 times, and was one of the most popular and

respected men of his day. Believed to have authored 123 plays, only seven of which have survived.

-Each playwriter was assigned 3 actors to work with, but there were usually more than 3 parts, so the

actors had to play multiple roles. All of the actors were male. They wore elaborately designed masks to

help them play women and play different people.

-The chorus consisted of 15 members; it was used to represent the communal voice – the popular

opinion of the masses; it was the mouthpiece of society. Choragos was the leader or the spokesman of

the chorus. In Antigone, the Chorus is a group of Theban elders – powerful citizens of the city who

watch and comment on the action.

Background on Antigone – The Play

-First of the three Theban plays that Sophocles wrote, although the events

dramatized in it happen last. Antigone was written in 441 B.C. Oedipus

was probably written in 429 B.C. Oedipus at Colonus written in Sophocles

old age (right before his death at approx 90)

-Sophocles was born in 496 B.C.

-Antigone is one of the first heroines in literature, a woman who fights

against the male power structure.

-Antigone was probably 15 at the oldest and perhaps 12,13 (because she

was just engaged to be married)

Antigone Background Information Global Literature (Intermediate)

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Background on the Culture of Ancient Greece

-Greek religion had dictated for centuries how people should think and behave.

-At the same time, there was a growth of free thought and intellectual inquiry in Athens at this time.

People were interested in radical ideas like democracy, philosophy, mathematics, science, and art.

People were beginning to question the role of religion and the power of man.

Background on Women in Ancient Greece

-Greek women had virtually no political rights and were not expected to get involved in issues of the

polis (for Antigone to meddle in anything political is way outside of the normal realm for women.)

-Women’s most important duties were bearing children and running the household. Women from

important families would have numerous slaves to help with the household duties.

Background on Death/Burial in Ancient Greece

-It was believed that if a person was not provided a proper burial with the appropriate rituals, he/she

would suffer between worlds. The Greeks believed the soul needed to be guided to the afterlife. Some

believed the ghost of the loved one would haunt the family if not buried properly.

-In ancient Greece, burial rituals consisted of three parts: 1) the laying out of the body (it would be

washed, anointed with oil, dressed, and covered with flowers, and a crown was placed on the head. The

mouth and eyes were shut to prevent the psyche or soul from leaving the body. The body is presented so

it can be viewed for 2 days. 2) the procession: the body was taken to the tomb by cart; the men would

lead the procession and the women would follow. 3) the internment: the corpse of ashes would be

placed in the tomb along with pottery, jewels, vases, or other personal property (placed there so the

spirits would be comfortable in the afterlife). Women would leave early to go home and prepare a

banquet held in honor of the deceased. The men would remain to finish the preparation of the tomb or

grave. A stele (similar to modern gravestones) was placed over the grave. Very important to visit the

grave regularly; rituals were performed at the gravesite on the 3rd, 9th, and 30th days after death, and

then monthly, annually, and on holidays.

-Funeral presents an opportunity for a family to display its wealth, family pride, and family bonding.

-Mourners pay their respects to the deceased by dressing in black.

-Believed that all souls passed on to the underworld (known as Hades) – judged once there – 3 places:

Tartarus for evil people, Asphodel for average people, and Elysium for the blessed. A coin was usually

placed in the mouth of the deceased as a payment to Charon- the ferrymen who would take the souls

across the river Styx to Hades.

Antigone: the Name

Antigone's name means "Against the Family." "Against" carries both the sense of "close to" and

"opposed to." When Antigone first speaks she is yet without a name but her language stresses closeness.

She addresses her sister with a hyperbole whose overstatement of filial closeness is further enhanced by

her use of the dual number. Beside the singular and plural, Greek has a set of inflections for expressing

pairs, most often, common pairs like two oxen or two eyes. Antigone encloses Ismene with language

that makes them such a natural pair, and Ismene acknowledges this with dual forms of her own.

http://www.stoa.org/diotima/anthology/ant/antnotes.htm

Definition of a Tragic Hero

Aristotle defined the tragic hero as a character that we both pity and fear. The tragic hero is neither

thoroughly good nor thoroughly bad, but a mixture of both. A tragic hero has the potential for greatness

but is doomed to fail. Generally a tragic hero starts off in a high position, enjoying wealth, power, and

good fortune. However, because of a bad decision he/she makes, the tragic hero falls from greatness.

This bad decision is known as the harmatia (“error of judgment”) or more commonly, the tragic flaw.

A common tragic flaw in Greek tragedies was hubris – excessive pride, arrogance, self-confidence. It is

important to note that while the tragic hero is doomed to fall (FATE), he/she does have a choice, and

makes the wrong one, thus making him/her responsible for his/her fate. Ultimately, the tragic hero must

realize his/her mistake, accept his/her punishment, and feel remorseful. The tragic hero moves us to pity

because, since he/she is not an evil person, his/her misfortune seems greater than he/she deserves; but,

he/she moves us to fear because we recognize the potential for similar flaws within ourselves.

“If a civil law conflicts with the natural law or with the eternal law, not only may we violate it – we must

violate it—For civil law, no matter how well crafted, can never be the final authority; there is always a

“higher law” that must be considered and must be obeyed” (Aquinas).

Civil disobedience has been practiced for centuries all over the world. Claiming the obligation to a

“higher law” or a moral code has led many people to break man-made laws that they believe are unjust

or immoral. Some people believe that a person who engages in civil disobedience must be willing to

accept the consequences for breaking the law so that people do not break laws haphazardly, destroying

our system of law and order. Others believe that if the law is truly unjust, a person should not be

punished for breaking it.

Mass civil disobedience first originated largely with Mahatma Gandhi who used the ideals of non-

violence in 1906 to organize the people of India to revolt against the tyranny of the British Empire.

In America, one of the first examples of civil disobedience was the Boston Tea Party. The colonists felt

they were being unfairly taxed by England, so they threw tea into the Boston Harbor. Another famous

example of civil disobedience was when Henry David Thoreau refused to pay his taxes because he

objected to slavery. For this, he was imprisoned. Still, he felt that a government that let slavery exist

should not have authority. People in in the North who defied the Fugitive Slave Act and took in a slave

who was running away from slavery engaged in civil disobedience. During the 1950’s and 1960’s, when

segregation was law, many people engaged in acts of civil disobedience to protest, from Rosa Parks

refusing to go to the back of the bus to the sit-ins and peaceful demonstrations of Martin Luther King Jr.

and other civil right activists. Opponents of the Vietnam War burnt their draft cards, held sit-ins and

blocked traffic.

During the Holocaust, several Christians hid Jews and helped them survive. Although they were

breaking the laws of Nazi Germany, they risked their lives to do what they thought was right.

Many human rights violations around the world occur because people blindly obey the laws of an unjust

government. Courageous people in many different countries have risked their lives to oppose these

governments. “Historically, the most terrible things – war, genocide, and slavery – have resulted not

from disobedience but from obedience” (Howard Zinn).

Civil Disobedience Global Literature (Intermediate)

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Henry David Thoreau

Loyalty a Factor in Heroism

Sunday November 11, 2007 3:46 PM

By Michael Hill, Associated Press Writer

ALBANY, N.Y. (AP) - An infantryman

charges a pillbox in the face of enemy fire. A

firefighter rushes up the stairwell of a burning

skyscraper as office workers flee. A teacher shields

her student from a schoolyard gunman with her body.

Heroes all. But what personal qualities made

them heroic?

In the movies, heroes are charismatic rebels

played by the likes of Will Smith or Bruce Willis. But

researchers who surveyed decorated World War II

veterans found not all heroes are cut from the same

swashbuckling cloth. Quiet types with a sense of

loyalty and selflessness often have the right stuff, too.

``We often think of the gung-ho, John Wayne

'Sands of Iwo Jima' kind of hero driven to combat,''

said researcher Brian Wansink of Cornell University.

``But there's a whole lot of these heroes that are much

more along the lines of that Captain Miller character

Tom Hanks played in 'Saving Private Ryan' - the

reluctant high school English teacher.''

In a paper to be published in the management-

oriented journal The Leadership Quarterly,

researchers asked 526 World War II veterans who

experienced ``heavy and frequent combat'' to evaluate

themselves on qualities such as leadership, loyalty,

spontaneity and selflessness. There were 83 men in

the group who received a medal for meritorious

service or valor - either a Bronze Star, Silver Star,

Distinguished Service Cross or Medal of Honor.

Unsurprisingly, veterans who had been

awarded medals tended to rate themselves higher for

qualities like leadership, adventurousness and

adaptability. Results became more intriguing when

researchers divided medal earners into two groups:

those who enlisted (``eager heroes'') and those who

were drafted (``reluctant heroes''). The reluctant

heroes scored higher than any other group in

selflessness and working well with others.

The study suggests that quiet heroes rely on a

deep sense of duty and esprit de corps as opposed to

derring-do. That sentiment was echoed by several of

the medal-earning veterans interviewed separately for

this story.

To a man, they downplayed any notion of

heroism.

Second (more famous) of the two flags raised on Iwojima, Feb. 23,

1945. Many of the marines pictured above died soon after.

The last of the surviving USMC veteran flag raisers died 2007.

(www.thisnation.com/media/photos/ww2soldiers-1944.jpg)

``You show me a man who says he was brave over

there and I'll show you a liar,'' said draftee and Bronze Star

recipient William O. Carpenter, 84, of Champaign Ill.

``Every one of us was afraid. Even the Germans were

afraid.''

Former paratrooper Charles Murz was shot at more

times than he can recall after dropping behind enemy lines

in Europe and earning two Bronze Stars. Now 83 and living

in East China, Mich., he scoffs at the idea he showed any

particular courage.

``Brave? Well, I don't know about that,'' Murz said.

``I did what I had to do at the time that I did it.''

Wansink said that understanding the range of heroic

qualities can be useful to people who recruit and train

soldiers, firefighters and police. A quietly respectful

student might be able to distinguish herself as much as the

extroverted high school quarterback.

Wansink also said the study underscores the

effectiveness of team building in hazardous jobs, be it

partnering police officers, having firefighters live together

or organizing troops into units.

``A hand grenade falls on the floor and leads you to

do something other than if you didn't know who these guys

were and didn't have a commitment to them,'' he said.

That sort of loyalty effect has been noted before,

famously by the late author Stephen E. Ambrose, who even

named one of his books about World War II combat troops

``Band of Brothers.'' Writing in ``Citizen Soldiers'' of the

men who liberated Europe, he noted: ``What held them

together was not country and flag, but unit cohesion.''

``I did it because it was expected of me,'' said 88-

year-old Marcel Leschot, of Indianapolis, Ill, a BronzeStar

recipient. ``You never thought of your own preservation.''

(www.guardian.co.uk/worldlatest/story/0,,-7068837,00.html)

Directions:

As we read the play in class, the following questions will not only help you focus, but are

designed to help you gather critical evidence you will need for the final in-class essay on

Antigone. You should answer each question AND when possible, find a relevant quote. Write

the first few words of the relevant quotes with a page number so you can find them easily later.

Characters:

Antigone: protagonist of play, sister to Eteocles, Polyneices, and Ismene

Ismene: sister of Antigone, Eteocles, and Polyneices

Creon: king of Thebes; Antigone and Ismene’s uncle

Haimon: son of Creon, fiancé of Antigone

Teiresias: blind prophet

Eurydice: wife of Creon

Choragos: leader of the Chorus

Chorus: voice of the community

Prologue

1. During the conversation with her sister Ismene, what reasons does Antigone give for burying

her brother Polyneices?

2. During the same conversation, what reasons does Ismene give for not assisting Antigone?

Scene 1

3. In Creon’s first speech to the kingdom, he explains why he made the decree he did regarding

Eteocles and Polyneices. What are his reasons?

Antigone Study Guide Global Literature (Intermediate)

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4. What underlying motives might Creon have for delivering this speech on his first day as king?

5. When the sentry reports that Polyneices has been buried, the Choragos suggests that perhaps

that was the will of the gods. Creon says that the gods would not support this burial? Why?

6. Is Creon’s treatment of the sentry fair? Explain. What picture of Creon as a leader/ruler do

you get from this first scene in its entirety?

Scene 2

7. When Creon confronts Antigone, she immediately admits her guilt and invites her

punishment. During their dialogue, what reasons does she give for what she did? What does she

suggest about public opinion of what she did?

8. As they spar, Creon offers several reasons why Antigone’s actions were wrong. What are

they?

9. Why does Creon include Ismene in the punishment? How does she respond?

Scene 3

10. In his conversation with his son Haimon, Creon further explains why he felt he had to order

Antigone to death. What are his reasons?

11. Haimon, while loyal to his father, tries at first to reason with him. What does Haimon say to

try to persuade his father to retreat from his course of action?

12. Does Haimon agree that Antigone is a criminal? Explain how he arrives at this conclusion?

13. Creon does not change his mind about punishing Antigone but he amends his plan. What

does he intend for her?

14. Creon says, “Whoever is chosen to govern should be obeyed in all things, great and

small,/Just and unjust.” Do you think this philosophy is right/wrong? What are its merits/faults?

Scene 4

15. The chorus represents the voice of the community. What is their opinion of Antigone and

her fate?

16. As Antigone is led away, she is firm in her stance. Why does she think she is right? Is she

absolutely positive? Explain.

Scene 5

17. Why has Teiresias the prophet come to Creon? What is his advice?

18. Why does Creon refuse to heed Teiresias’ advice?

17. What does Teiresias predict for Creon because of his stubbornness?

18. Teiresias says, “The only crime is pride.” What does he mean by this, and how is Creon

guilty of this crime?

19. After Teiresias leaves, Creon is a little unsteady. Why is he no longer sure of himself?

What does the chorus advise him, and what does he do?

Exodos

20. What news does the messenger bring to the chorus and Eurydice, and who does he say is to

blame?

21. At this point, Creon understands his error. He then finds out more news from the messenger

and feels even more at fault. What does he say to indicate his feelings of regret and

responsibility?

22. According to the Choragos, what is the lesson of this tragedy?

Describe some of the rituals surrounding death in your family, your culture, or religion.

Consider the following and write a well-developed response (at least one page):

•How do you feel about burial? Cremation? What is appropriate in your opinion?

•What, in your community/family/culture/religious sect, is done to the body?

•What type of ceremonies take place? Is there something before the burial/final

memorial? Is there something afterwards? Please describe.

•Do you (or your family/religion) believe in some type of afterlife? Explain.

•Which are important: burial? memorial service? grave marker? Why/why not?

•What would you want done for you when you die?

Antigone Response I Global Literature (Intermediate)

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Creon accuses Antigone of pride in Scene II. Creon also has pride. Both exhibit pride, but which

is guilty of hubris? One of them? both of them; neither of them? To answer this question,

compare and contrast Creon and Antigone. Make direct references to quotes from the text, and

write a well-developed response.

1. What is the difference between “Law” and “Ethics”?

2. What is one example of something that is ethical, but not lawful?

3. What is one example of something that is legal, but not ethical?

Antigone Response II Global Literature (Intermediate)

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Antigone Response III Global Literature (Intermediate)

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1. What is the dictionary definition of hubris? __________________________________

________________________________________________________________________

2. Write a one paragraph description of a situation that would illustrate hubris in a modern

scenario. (Consider social, political, religious, cultural, racial, global, and interpersonal examples

that might work for this assignment.)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What does hubris have to do with the odes at the end of scenes i, ii, and iii?

scene i __________________________________________________________________

________________________________________________________________________

________________________________________________________________________

scene ii _________________________________________________________________

________________________________________________________________________

________________________________________________________________________

scene iii_________________________________________________________________

________________________________________________________________________

Antigone Hubris Global Literature (Intermediate)

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4. Choose three characters affected by hubris and explain their situations. One of these situations

should involve a character’s relationship with a god, goddess, or the gods.

Character Situation Effect of Hubris on

Character(s)

Effect of Hubris on

the Play’s Outcome

5. Choose three characters from the play’s cast who you see as flawed (other than the flaw of

hubris) and explain the effects of these flaws.

Character Flaws Effect of Flaws on

That Character

Effect of Flaws on

the Other Characters

In a well-developed OUTLINE for an essay, respond to one of the questions below. Develop a

formal (third person) thesis that clearly states your position on the question. As you take notes

for your body paragraphs, include in each:

• a topic sentence

• three appropriate quotes from the text

• the Scene number for each quote

• a note for each to show how the quote supports the thesis

Essay Question Choices

1) Should Antigone be regarded a criminal or a heroine?

2) Are Creon’s decisions justified? OR Is Creon a good leader?

3) What does Antigone say her primary motive is for breaking the law, and is

that what is really driving her?

4) Is Ismene’s decision to not get involved reasonable?

5) Is there a tragic hero? If so, who?

Suggested Format

You may use this form or you may type up your own version. If you type your own, please

double space.

Thesis Statement: _______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Antigone Essay Outline Global Literature (Intermediate)

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Topic Sentence 1: ______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

First Quote from Scene ___: ______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

______________________________________________________________________________

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Second Quote from Scene ___: ____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

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Third Quote from Scene ___: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Topic Sentence 2: ______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

First Quote from Scene ___: ______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

______________________________________________________________________________

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Second Quote from Scene ___: ____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

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______________________________________________________________________________

Third Quote from Scene ___: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Topic Sentence 3: ______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

First Quote from Scene ___: ______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Second Quote from Scene ___: ____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

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Third Quote from Scene ___: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Explanation: ___________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

After you fill out the brainstorming form, write or an ode (poem) to something you love. It must

be about or to an inanimate object, a person, a place, or an abstract idea. Either type or very

neatly/beautifully handwrite your ode. No lined paper. This is something special. Illustrate your

assignment creatively and appropriately. Decorate it with graphics, clippings, sketches… glue

things to it, etc…

Your final product will be worth 10 points, evaluated on the following criteria:

• Thoughtfulness & Writing Skills (5)

• Visual Appearance & Effort (5)

• Optional: read your ode aloud in class for 3 extra credit points

Ode to Diet Coke

by Elyse Yeager

Oh, caffeinated Diet Coke,

I give these great praises to thee!

When I can stay up

Though I'm tired enough

To find humor in late-night TV.

Your taste is truly

Something else

Entirely, oh my friend.

My favorite food,

Though you rot at my teeth

And may give me cancer or bends

I write you odes

Though I have but few hours

To finish my style critique

And study for that test

In Euro tomorrow

Over all Chapter the Seventeenth.

Oh no, I may

Have homework in Deutsch

That you just reminded me of –

How wonderful are you,

Oh Diet Coke,

My ginseng, my Prozac, my love!

Oh, Coca-Cola

The most mem'rable of

All the things e'er to shoot out my nose

(That fateful day

In chess club)

Though it hurt like goodness knows.

Ok, so maybe the

Cooked spring pea

Was just about as memorable.

But this isn't an ode

To cooked spring peas –

Its an ode to Diet Coke.

The hours trudge on,

But it matters not,

For soon 'twill be early, not late –

But you cannot rest,

My delectable chum,

As we approach your expiration date.

So I'll drink of the wine

I'm allowed before

I turn twenty-one in this state.

I just want you to know,

Oh Coke, Diet Coke,

That I think you're real, real great

Antigone Ode Assignment Global Literature (Intermediate)

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Your Subject: __________________________________________________________________

A. Three reasons why you chose this object:

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

B. Five Sensory Details:

feels like________________________________________________________________

looks like________________________________________________________________

sounds like______________________________________________________________

smells like_______________________________________________________________

tastes like________________________________________________________________

C. Four Metaphors & Similes:

It seems like a ____________________________________________________________

It is as _____________________________________ as a _________________________

It resembles a____________________________________________________________

It is a ___________________________________________________________________

D. Descriptive Words:

Size:

Shape:

Colors:

Textures:

Movement:

E. If it could talk, it would say:

“___________________________________________________________________________________

______________________________________________________________________.”

F. How would this object feel about itself in human terms?

______________________________________________________________________________

______________________________________________________________________________

G. What does this object provide that no one and nothing else can?

______________________________________________________________________________

______________________________________________________________________________

1. meddle (192) ________________________________________________

2. auspicious (196) ________________________________________________

3. sentries (198) __________________________________________________

4. pious/piety (201, 224) ___________________________________________

5. anarchist/anarchy (201) __________________________________________

6. hearth (204) ___________________________________________________

7. edict (208) ____________________________________________________

8. insolence ( 209) ________________________________________________

9. brazen (209/228) ________________________________________________

10. reverence (210) ________________________________________________

11. stealthy (212) ________________________________________________

12. diviners (216) __________________________________________________

13. malicious (217) ________________________________________________

14. perverse (222) _________________________________________________

15. absolve (223) __________________________________________________

16. blasphemy (226) _______________________________________________

17. virtue (227) ___________________________________________________

18. vigil (227)) ____________________________________________________

19. lamentation (227) _______________________________________________

20. dirge (227) ____________________________________________________

21. transgress (228) ________________________________________________

22. augury (231) __________________________________________________

23. calamity (231) _________________________________________________

24. defile (232) ____________________________________________________

25. aphorism (233) _________________________________________________

Antigone Vocabulary List Global Literature (Intermediate)

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