Greek Mythology

11th Grade Academic English II

Prepared by:

Erin O’Connor

for

Dr. Ralph M. Feather, Jr.

EDFOUND 291.03: Principles of Teaching

Spring 2012, BU

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Introduction

Greek mythology is important to my students because it allows them to see through the eyes

of a different culture and different civilization other than that to which they are accustomed.

Greek mythology teaches students about morals and life lesson. Although the stories in Greek

mythology are known as “myths”, students will find themselves able to connect with these myths

on various levels. By studying Greek mythology, students will also gain an understanding of how

Greek mythology still impacts our society today, through advertisements, company names,

products, etc. Greek mythology is important because its stories are our strongest connection to a

culture that formed the fundamental basis of all Western society. Greek myths are the collected

wisdom of the Ancient Greek culture with lessons about parent-child relationships, the dangers

of excessive vanity, humility before the gods, the power of nature, and much more. Through

these myths and the other writings they left behind, the Greeks gave us the fundamentals of our

Western democratic governmental structure. Our archetypal notions of what it means to be

strong (herculean) and what it means to be self-obsessed (narcissism) come to us through the

Greek language. Our entire culture of theater and drama (down to the happy/sad masks that are

drama's symbol) is derived directly from the early ancient Greek theater. Without the influences

passed down through ancient Greek writings--myths included--modern Western society would

not be what it is today

My students will think that Greek mythology is important to them because they will learn

how to effectively analyze and interpret texts, through their lessons on “Hercules,” “Atalanta,”

and Antigone. Students will also be able to recognize the connection between Ancient Greek

mythology and how it connects with modern day society. The lessons that my students will have

on Greek heroes will allow them to take their previous knowledge on modern day heroes and

bridge that knowledge with the new information that they will gain from learning about Greek

heroes. Students will also be able to identify how Ancient Greek beliefs reflect those of modern

day societal beliefs and how those two beliefs compare and coincide.

As a teacher, it is important for me to write a unit plan because having a unit plan will guide

me in a clear direction for my short term planning. Learning to write effective unit plans will

help me avoid feeling and experiencing major anxiety in the classroom. As a new teacher, it is

especially important to avoid as much anxiety as you can because anxiety is a big stressor in a

teacher’s life. Writing unit plans will also help make me aware of my learner’s unique qualities.

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It will help me see each of my student’s individual strengths and weaknesses, and how they learn

best. Unit planning also leads the way to creativity and imagination. Unit planning steers

teachers away from just textbook teaching, and instead, makes them think imaginatively about

how to teach their material using a variety of instructional materials and activities. Through the

use of unit plans I will be able to incorporate a variety of learning activities in my lessons that

include: writing, reading, reporting, etc. Although unit plans can be time consuming, they prove

to be an engaging and a worthwhile exercise.

General Objectives:

1. Upon completion of this unit on Greek mythology, students will be able to describe the

common characteristics of a Greek Hero.

2. Upon completion of this unit on Greek mythology, students will be able to explain why

the Gods were a significant part of Greek Culture.

3. After reading Antigone, students will be able to summarize how the story of Antigone ties

in with the major themes of “Greek Heroes” and “Greek Gods.”

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Directions: This is a pretest on your knowledge of Greek Mythology. There are ten questions

regarding Greek Mythology on this Pretest. You are responsible for reading over each question

and answering them to the best of your ability. You will not be graded on this pretest, just answer

the ten questions as best as you can.

1. What do you know about the Greek pantheon (gods and goddesses of ancient times in

Greece)? Write what you know about each.

2. Write a short synopsis or brief overview of any myths that you may know.

3. What do you know about the Greek Hero Hercules? (This can include characteristics,

background information, qualities, etc).

4. What do you know about Greek Mythology? This can include (Grecian culture, myths,

characters in myths, characteristics of Greek mythology, etc.)

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5. What certain qualities or characteristics make up a myth?

6. What is the Oedipus complex?

7. Are you familiar with any Greek words? List them.

8. Can you think of any products or companies in our society that use Grecian terms? List

them.

9. What is the Underworld?

10. What defines a Greek Tragedy? List any Greek Tragedies you are familiar with.

11. What is the definition of a “theme” in regards to literature?

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How my pretest will be used: I will give this pretest to my students in class, prior to my unit on

Greek mythology. My students will be responsible for filling out this test to the best of their

knowledge. I will collect my student’s pretests at the end of class, and I will go through each and

every pretest so that I will be able to gain knowledge on what my students already know. This

pretest will give me specific data about what each and every one of my students already knows

about the material we will be covering in our unit on Greek mythology and it will help give me

data to write my lesson plans for my unit.

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Body

Motivational Device for the Unit Plan: I will have a PowerPoint with eight slides on it. Each

slide will contain a picture that relates to Greek Mythology. I will flip through the PowerPoint

slides one at a time and ask the students to raise their hand if they think they can identify what

the image is. I will then call on the students with their hands raised to tell me who or what they

believe is displayed on the PowerPoint slide. The pictures that will be displayed on the slides

will be: Hades, Zeus, Hercules, Poseidon, Hermes, the Trojan horse, the Underworld, and

Achilles.

Topical Outline:

Lesson 1: This lesson will provide students with an understanding of the characteristics of a

“Greek Hero.”

PA ACADEMIC STANDARDS:

o 1.3. 11. C- Analyze the effectiveness of literary elements used by authors

in various genres. Analyze how authors develop complex characters as

well as their roles and functions in a variety of texts.

o 1.2.11.C- Identify the authors explicit and implicit bias and assumptions,

belief about a subject, use of fact and/ or opinion, and/or the authors

argument or defense of claim as related to essential and non-essential

information.

o 1.1.11. A- Apply appropriate strategies to analyze, interpret, and evaluate

author’s use of techniques and elements of fiction for rhetorical and

aesthetic purposes.

ASSESSMENT ANCHOR DESCRIPTORS:

o R11.B.1- Understand components within and between texts

o R11.A.1- Understand fiction appropriate to grade level

Lesson Methodology: Presentation

Supporting point or points of the lesson content

o Video on Hercules

o Review common characteristics of a hero

o PPT on Greek Heroes

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o Students read and compare/contrast the myths of “Hercules” and

“Atalanta”

Lesson 2: This lesson will provide students with an understanding of the major role that the

Gods had in Greek Mythology.

PA ACADEMIC STANDARDS:

o 1.8.11.B- Conduct inquiry and research on self-selected or assigned topics,

issues, or problems using a wide variety of appropriate media sources and

strategies .Demonstrate that sources have been evaluated for accuracy,

bias, and credibility. Synthesize information gathered from a variety of

sources, including technology and one’s own research, and evaluate

information for its relevance to the research question.

o 1.1.11. A- Apply appropriate strategies to analyze, interpret, and evaluate

author’s use of techniques and elements of fiction for rhetorical and

aesthetic purposes.

o 1.1.11. E- Demonstrate an appropriate rate of silent reading based upon

specific grade level texts.

o 1.5.11. B- Develop content appropriate for the topic. Gather, organize, and

determine validity, and reliability of information. Employ the most

effective format for purpose and audience. Write fully developed

paragraphs that have details and information specific to the topic and

relevant to the focus.

ASSESSMENT ANCHOR DESCRIPTORS:

o R11.A.1- Understand fiction appropriate to grade level.

o R11.A.1.4- Identify and explain main ideas or relevant details.

Lesson Methodology: Role Play

Supporting Points of lesson content:

o Students brainstorm Gods/Goddesses that they know

o Students are put into pairs and assigned a God or Goddess to research

o Students perform a role playing activity of their God/Goddess that they

perform to the class

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o Discuss the significance of Greek Gods/Goddesses to Greek Culture

Lesson 3: This lesson will allow students to connect the story of Antigone to the major themes

of “Greek Heroes” and Greek Gods” in Greek Mythology.

ACADEMIC STANDARDS:

o 1. 1.3. 11. C- Analyze the effectiveness of literary elements used by

authors in various genres. Analyze how authors develop complex

characters as well as their roles and functions in a variety of texts.

o 1.2.11.C- Identify the authors explicit and implicit bias and assumptions,

belief about a subject, use of fact and/ or opinion, and/or the authors

argument or defense of claim as related to essential and non-essential

information.

o 1.1.11. A- Apply appropriate strategies to analyze, interpret, and evaluate

author’s use of techniques and elements of fiction for rhetorical and

aesthetic purposes.

ASSESSMENT ANCHOR DESCRIPTORS:

o R11.B.1- Understand components within and between texts

o R11.A.1- Understand fiction appropriate to grade level

Lesson Methodology: Large Group Discussion

Supporting Points of lesson content:

o Refer students back to their lesson on Greek Heroes

o Review Antigone packet

o Literary circle discussion on Antigone

o Review and discuss three ways in which Greek heroes and Gods played a

huge role in Greek mythology. How did these Greek themes and figures

tie into the story of Antigone?

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UNIT: Antigone DATE: March 3, 2012

LESSON: Greek Heroes TIME LENGTH: 2 days

PA ACADEMIC STANDARDS:

1. 1.3. 11. C- Analyze the effectiveness of literary elements used by authors in various

genres. Analyze how authors develop complex characters as well as their roles and

functions in a variety of texts.

2. 1.2.11.C- Identify the authors explicit and implicit bias and assumptions, belief about

a subject, use of fact and/ or opinion, and/or the authors argument or defense of claim as

related to essential and non-essential information.

3. 1.1.11.A- Apply appropriate strategies to analyze, interpret, and evaluate authors use of

techniques and elements of fiction for rhetorical and aesthetic purposes.

ASSESSMENT ANCHOR DESCRIPTORS:

1. R11.B.1- Understand components within and between texts

2. R11.B.1- Understand components within and between texts

3. R11.A.1- Understand fiction appropriate to grade level

MOTIVATIONAL DEVICE: “Who are some common heroes represented in our society

today?”

INSTRUCTIONAL OBJECTIVES:

1. Given PPT. slides (1-5) “Greek Heroes”, students will be able to list and describe at

least four different characteristics of a hero in Greek Mythology and be able to name all

five Greek heroes discussed in class.

2. Given the two myths “Hercules” and “Atlanta” students will be able to create a

compare and contrast Venn diagram that lists at least two of the major differences and

two of the major similarities between the two heroes.

3. Upon completing group discussion on what qualities make up a hero in Greek

Mythology, students will be able to list at least two commonalities between heroes of our

society compared to heroes of Greek society and two different contrasting characteristics

between heroes of our society compared to Greek society.

MATERIALS NEEDED: 25 copies of questionnaire, computer with internet to watch

“Hercules” clip, white board markers/ eraser, 25 copies of the book “Mythology” by Edith

Hamilton.

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TECHNOLOGY NEEDED: Computer, Internet, projector for PowerPoint Programs, YouTube,

and white board.

RESOURCES USED:

Hamilton, E. (1942). Mythology. Boston, MA: Little, Brown and Company.

Hercules. Zero to Hero. (September 14, 2007). Retrieved from http://youtu.be/qRCteeZTrjE.

LESSON TYPE (Pedagogy): Presentation

LESSON OUTLINE:

I. Introduce Greek Mythology with a short clip from the Disney movie Hercules

http://youtu.be/qRCteeZTrjE (3mins).

A. According to this video, how is a hero represented?

1. Hercules is represented as a male hero who is fearless, has supernatural

strength, and is admired by the females in his society.

2. He also serves as a role model to the children, he is handsome, and has

successfully overcome some kind of obstacle that was viewed as impossible by

the people in his society, which ultimately earned him the title of a “hero.”

B. Clip can be used to…

1. Help students begin to recognize some of the common characteristics of a

typical “Greek Hero.”

Having one immortal parent, having an unusual conception or birth, being

favored by the gods, being the subject of a prophecy, performing an

amazing feat at a young age, supernatural abilities, going on a quest,

traveling to the underworld, courageous, admired, etc.

2. Get students to begin to form ideas of who they consider a hero in their mind

and how that differs from that of the Greek hero Hercules.

II. Form students into discussion groups (10mins).

A. Break students into five groups of five.

B. Students in each group will write answers to “Heroes Questionnaire.”

C. Students will discuss their answers with group members.

D. Volunteers will be asked to provide the class with their view of who a hero is and

what kind of characteristics a hero should have.

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III. Using Microsoft PowerPoint 2010, open the document titled, “Greek Heroes” and refer to

PPT. slides (1-5) to present five popular heroes in Greek mythology (20mins).

A. Hercules

Son of Zeus

As a baby he was found with a strangled serpent in each hand.

He grew up to become the hero who beat the odds time and again

Performed amazing, often helpful tasks

Full of human foibles

Murdered his own children

B. Achilles

Greek's best warrior in the Trojan War.

His nymph mother, Thetis, held him by his heel when she dipped him in

the River Styx. This left him vulnerable in one spot on his body.

When he fought in the Trojan War he was unbeatable, until the gods

guided the hand of Paris to shoot an arrow into Achilles' heel.

C. Theseus

Hero of Athens who saved the people from having to send off their sons

and daughters as human sacrifices to the monstrous Cretan Minotaur.

Theseus was able to slay the monster

Found his way out of the labyrinth.

Caused his own father, the king of Athens, to commit suicide.

D. Odysseus

Hero of the Greeks who was considered by them, second to Achilles.

Trojan Horse

One of the few Greeks to reach his homeland of Ithaca, after 10 years of

war and 10 years of troubles at sea.

Descendant of Hermes, god of thieves.

E. Atalanta-

One of the few female heroes in Greek mythology.

Hunter who first pierced the Calydonian Boar.

The hunting of the Caledonian boar

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IV. After PPT. slides (1-5) presentation, ask students to pull out their “Mythology” books and

have them begin to read the myth, “Hercules” silently to themselves until the end of class

(7mins). *End of day one.

V. Students will read the myth “Atalanta” independently in class (35mins).

A. Students will read the myth “Atalanta.”

1. Students will list on a piece of paper as many different characteristics of

Atlanta that they can identify throughout the text.

2. Students will list at least three different scenes of heroism that Atalanta

undergoes throughout her journey.

C. Students will compare and contrast the myths of “Hercules” and “Atalanta.”

1. Students may either work with a partner, or individually, to create a Venn

diagram.

2. Students will create a compare and contrast Venn diagram of the two heroes

Hercules and Atalanta.

3. Students will include in the compare and contrast Venn diagram, how Hercules

and Atalanta are similar in their characteristics and how they are different.

4. Students will list at least two different ways in which the different gender of the

two heroes contributes to their overall characteristics and personality traits.

D. Draw a large Venn diagram on the white board.

1. Ask one student from each pair, along with the students working individually,

to come up to the white board and write at least one different and one similar

characteristic of the two heroes.

2. Have each student that comes up to the white board briefly give an example

from the text that backs up what they wrote.

VI. Summary (includes closure) (5mins)

A. Review and discuss two common characteristics and traits of a hero and discuss the

question of what makes Greek heroes different from heroes as we view them today. What

makes them the same?

B. Closure- PPT slides (6-8).

KEY QUESTIONS (Include three high level questions):

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1. In terms of the myths we read in class and the heroes that we discussed, what is

unusual about Hercules’ character? How does he maintain his heroic stature after

committing so many crimes?

2. Discuss the role of women in the two myths we read in class. Do these stories offer one

cohesive vision of the role of women in Greek society?

3. Why do you think heroes played such a huge role in Greek mythology? What was their

purpose?

CLOSURE: Show PPT slides (6-8) to students. These last few slides will provide students with

eight final examples of popular real life and fictional heroes that are represented in our society.

(Each hero presented on the slide is represented by a picture).

1. Firefighters

2. Army

3. Mulan

4. Spiderman

5. Batman

6. Parents

7. Teachers

8. Doctors

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):

1. Students with visual impairments will receive a copy of the PPT. presentation.

2. Students with hearing impairments will be provided with a translator.

3. Students with ADD /ADHD will be placed in the front and center of the classroom,

and will be able to move around during group discussions.

FORMATIVE ASSESSMENTS (Include at least two):

1. Ask the first key question. If students are having trouble answering, reinforce the

common characteristics and traits of a Greek hero.

2. Observe the discussion groups. If students are having difficulty responding to the

question of, “what qualities do you believe make up a hero,” reinforce by giving some

examples of popular heroes in today’s society.

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HOMEWORK: Day One: Students will read the myth “Hercules.” Students will list on a piece

of paper as many different characteristics of Hercules that they can identify throughout the text.

Students will also list at least three different scenes of heroism that Hercules undergoes

throughout his journey. Day Two: Students will write a paragraph comparing and contrasting the

Greek hero Hercules to a real life or fictional character that they view as a hero. Students will

also include in their paragraph why they chose to write about this hero and what makes this

person or fictional character a hero in their eyes.

REFLECTION (Include at least three questions):

1. Were the students on task while working in their groups?

2. Were students able to clearly differentiate the role that gender played in Hercules’s

characteristics and traits versus that of Atlanta’s characteristics and traits?

3. Were PPT. slides (1-5) helpful in getting students to understand some of the common

characteristics and traits of heroes in Greek Mythology?

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UNIT: Greek Mythology DATE: March 31 2012

LESSON: Greek gods/goddesses TIME LENGTH: 3 days

PA ACADEMIC STANDARDS:

1. 1.8.11.B- Conduct inquiry and research on self-selected or assigned topics, issues, or

problems using a wide variety of appropriate media sources and strategies .Demonstrate

that sources have been evaluated for accuracy, bias, and credibility. Synthesize

information gathered from a variety of sources, including technology and one’s own

research, and evaluate information for its relevance to the research question.

2.  1.1.11. A- Apply appropriate strategies to analyze, interpret, and evaluate author’s use of

techniques and elements of fiction for rhetorical and aesthetic purposes.

3. 1.1.11. E- Demonstrate an appropriate rate of silent reading based upon specific grade

level texts.

4. 1.5.11. B- Develop content appropriate for the topic. Gather, organize, and determine

validity, and reliability of information. Employ the most effective format for purpose and

audience. Write fully developed paragraphs that have details and information specific to

the topic and relevant to the focus.

ASSESSMENT ANCHOR DESCRIPTORS:

1. R11.A.1- Understand fiction appropriate to grade level.

2. R11.A.1.4- Identify and explain main ideas or relevant details.

MOTIVATIONAL DEVICE: http://youtu.be/swpN-h5tkPc. By a show of hands, how many of

you know at least the name of one Greek God or Goddess?

INSTRUCTIONAL OBJECTIVES:

1. Based on the role playing activity, students will be able to name all of the gods/goddesses

and list and describe at least one key feature of each of the twelve gods/goddesses

presented in class.

2. Based on the YouTube clip, “Olympian Gods/Goddesses of Ancient Greek Mythology,”

students will be able to list at least two ways in which the gods/goddesses were

significant to Ancient Greek mythology and Ancient Greek culture.

3. Given PPT. Slides (1-3) students will be able to list at least four out of the six

companies/objects that have names derived from Greek Mythology.

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MATERIALS NEEDED: 25 Greek god note cards, 25 Greek god directions sheet, 25 copies of

each god/goddess research papers, Computer with internet, overhead, and 25 copies of the book

“Mythology” by Edith Hamilton.

TECHNOLOGY NEEDED: Computer, Internet, YouTube, and overhead projector.

RESOURCES USED:

Hamilton, E. (1942). Mythology. Boston, MA: Little, Brown and Company.

Olympian Gods of Greek Mythology. (July 25, 2009). Retrieved from

http://youtu.be/WP_NeirFIkM.

Olympian Goddesses of Greek Mythology. (July 25, 2009). Retrieved from

http://youtu.be/iMzNPEHNxcc.

Disney’s Hercules Gods on Olympus. (October 21, 2011). Retrieved from http://youtu.be/swpN-

h5tkPc.

LESSON TYPE (Pedagogy): Role Play

LESSON OUTLINE:

I. Form students into discussion groups. (10mins)

A. Break students into five groups of five.

B. Students in each group will brainstorm and list as many different Greek gods/

goddesses that they know.

C. Each group will pick a god or goddess from their list to create a sketch of.

1. The sketch does not have to be very detailed. It just needs to give the class a

simple overview of what they believe the god/goddess looks like.

2. The sketch should contain some of the key features that they believe represent

their God (personality, style, traits, looks, etc.).

D. Call each group up to the overhead one at a time and have students place their sketch

on the overhead for their classmates to see.

1. The group members will say which god/goddess they chose and why.

2. The group members will briefly explain their sketch to the class.

II. After presentations are complete, give each student in the class an index card. (Make sure

cards are face down and tell students to keep them face down until instructed otherwise).

Provide each student with a “Greek god/goddess” direction sheet. (40mins)

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A. Each Card will have either a name or a description on it. The cards will also have a

color in the upper right hand corner. *Gods/Goddesses that will be covered in Role

Play: Zeus, Hera, Poseidon, Hades, Pallas Athena, Phoebus Apollo, Artemis, Aphrodite,

Hermes, Ares, Hephaestus, Hestia.

1. Tell students to flip over their index cards.

2. Tell students to match up with the classmate who has the same color index

card as they do. (Tell students that the student that they match up with will be

their partner for the following assignment).

3. When each student is paired up, have them read the directions in their pairs. (I

will go over the rubric and directions sheet in class after they have silently read it.

I will make myself available to answer any questions or clear up any concerns that

my students may have).

B. Each pair is responsible for researching the God/Goddess that they are assigned.

1. Provided with a laptop and a “Mythology” book, students will research their

assigned god/goddess. This research should be able to give the class a good

profiling of who their god/goddess is.

2. Taken from their research, students will type up a handwritten, 1 page

description of their god/goddess on Microsoft Word. (Tell students not to put their

god/goddess’s name on the sheet or in their description. The assignment should be

written in a “who am I?” format).

3. Students will have the remainder of the class period to research their

god/goddess and type up their one page word document on their god/goddess.

C. Students will be expected to perform a role playing “Guess which God/Goddess I am”

game on day #2. *End of day one.

III. Each pair will be called upon during the class period to partake in a role playing activity in

front of the class. (50mins)

A. One person in the pair will be responsible for reading aloud the description of the

god/goddess that they researched. *Make sure students are aware that they are not to

identify which god/goddess they are describing until their classmates are finished

guessing.

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B. As one partner is reading aloud to the class, the other partner in the group will be

responsible for physically acting out the words that are being read aloud in the

description. (If students wish, they may dress up as their god/goddess during their role

play to earn extra credit. Students should also feel free to create and use any props that

they would like to use for their role play, an example would be: Creating a lightning bolt

out of paper for Zeus).

C. Classmates will watch their peers take place in the role playing activity. Students will

be responsible for conversing with their partner to guess which Greek god/goddess is

being portrayed by their classmates.

1. Students should listen carefully to their classmate’s presentations, and write

down anything that they find to be important about their peer’s god/goddess.

2. At the end of the role play, I will ask for volunteers to share which god/goddess

they believe is being portrayed by their peers.

3. The first pair that raises their hands will be called on to answer.

4. If students guess correctly, they will be rewarded with a piece of candy. If

students should answer incorrectly, I will call on the next pair to answer.

4. We will continue doing this until all twelve pairs have gone. *End of day 2

IV. Students will watch the YouTube clip “Olympian Gods/Goddesses of Greek Mythology”

http://youtu.be/WP_NeirFIkM & http://youtu.be/iMzNPEHNxcc. (20mins)

A. Clip can be used to….

1. Help students begin to recognize how significant the Greek gods/goddesses were to

Greek culture.

Greek gods were to be feared and respected.

They were worshipped and praised.

Many of Greek civilization’s practices revolved around the gods.

Ceremonies were held for the gods.

The Greeks believed in an underworld where the spirits of the dead went

after death. If a funeral was never performed, it was commonly believed that

that person's spirit would never reach the underworld and so would haunt the

world as a ghost forever. 

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2. Get students to begin to realize how Greek gods in mythology still impact society

today.

Many companies, places, and objects are named after figures or stories in

Greek Mythology.

B. According to this video, what are some of the common characteristics of a Greek god/

goddess?

The god’s acted like humans and had human vices. They would interact

with humans, sometimes even spawning children with them. The gods were

rather cocky and had supernatural powers.

Although the gods were immortal, the gods were not all powerful; they still

needed to obey fate, which overrode all.

IV. For the remainder of the class period, students should independently begin to read the

first two chapters of Antigone. (10mins)

1. Students will be given an, Antigone reading packet in class. Students will be

expected to individually fill out these packets as they read the book.

2. Students should also begin to write down some general examples in their

reading journals of how Antigone ties in with the themes of “Greek Heroism,”

and the importance of “Greek gods/ goddesses” in Ancient Greek culture.

V. Summary (includes closure) (10mins)

A. Review and discuss two ways in which the Greek gods/goddesses were significant to

Greek Culture. Also review and discuss at least two ways in which Greek mythology

is still portrayed in our society today.

B. Closure- PPT slides (1-3).

KEY QUESTIONS (Include three high level questions):

1. How do some Ancient Greek beliefs compare and contrast to some of our own

modern day societal beliefs?

2. Why do you think numerous companies use the names of Greek gods and goddesses

as the names of their companies or products?

3. Can you think of any other companies, objects, or places in modern society that are

named after figures or places in Greek mythology? If so, name them. Why do you think

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that, that particular company, object, or place was named after that particular example

from Greek mythology?

CLOSURE: Using Microsoft PowerPoint 2010, open the document titled, “Greek Mythology in

Modern Society.” Show PPT slides (1-3) to students. These three slides will provide students

with six examples of how ancient Greek mythology has continued to inspire modern society.

(Each slide will be accompanied with a picture and a little description at the bottom).

1. Cereal- is named for the Greek goddess of grain, “Ceres”

2. The Space Mission Apollo- Named for the god of light, sun, music and prophecy.

3. Nike- Winged goddess of Victory, who can run and fly at great speeds; now used to

name an athletic apparel & tennis shoe company.

4. Honda Odyssey- Car named for the 10-year sea voyage endured by the Trojan War

hero, Odysseus, as he sought to return home to Ithaca.

5. Trident Gum- The three-pronged spear of Poseidon, god of the seas; (Note: 'Tria' is

Greek for 'three' and 'donti' means 'tooth'; hence, Trident translates literally as 'three-

teeth', or 'triple-toothed'.

6. Apollo Theater – named after god of light, masculine beauty and music; Apollo

Theater is a famous music hall in New York City.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):

1. Students with hearing impairments will be provided with a translator.

2. Students with ADD/ADHD will be placed in the front and center of the classroom, and

will be able to move around during group discussions and research assignment.

3. Students with Visual impairments will be placed in the front of the classroom, and will

be provided with directions, and rubrics, in a larger font size.

FORMATIVE ASSESSMENTS (Include at least two):

1. Observe students responses to the video clips on, “Olympian Greek Gods and

Goddesses.” If students are having difficulty answering, “How were Greek gods and

goddesses significant to Greek culture?” I will reinforce by giving one example that was

presented in the video. I will also explain how that particular example ties in with the

significance of the Greek gods and goddesses of Greek culture.

2. Ask the first key question. If students are having trouble answering, reinforce the

common characteristics of ancient Greek people’s beliefs.

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HOMEWORK: Day 1: If students have not completed the research assignment, it is to be

worked on tonight for homework and completed by tomorrow to hand in. Day 2: Students will

be responsible for selecting the god or goddess that they find to be most interesting and

appealing. Students should write down in their journals, at least one paragraph describing what

they like best about this god and why they find this particular god/goddess so interesting.

Students should be specific in listing certain characteristics that they like best about the

god/goddess that they have chosen. Day 3: Students should read the introduction in their

Antigone books. This will give students an introduction to Greek Theater and the background on

the play Antigone. Students should continue reading Antigone up until chapter 4. Students are

expected to fill in their Antigone packets as they read the book. Students should also begin to

start jotting down examples of how our lessons on Greek heroes and Greek gods are significant

to the story of Antigone.

REFLECTION (Include at least three questions):

1. Were the students on task while working in their groups/pairs?

2. Were students able to clearly identify ways in which the Greek gods/goddesses were

significant to Greek Culture?

3. Was the role playing, “Greek god/goddess” activity helpful in getting students to be

able to identify and characterize some of the major Greek gods/goddesses in Greek

mythology?

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Directions: You have been assigned a Greek god or goddess! With the use of provided

classroom laptops, and your “Mythology” books, it is up to you to discover as much information

as you can about your assigned Greek god or goddess! You are responsible for writing a one

page, single spaced paper on your assigned god/goddess. Your paper should describe

characteristics, personality traits, physical appearance, and background information on your

Greek god/goddess. Your paper should be written in a “Who Am I?” format, meaning, that you

are not to give away your god or goddess’s name in your paper. In the next class, we will be

presenting these gods/goddesses to the class in a role playing activity. Either you or your

assigned partner will be responsible for reading aloud your paper to the class. The partner, who

is not reading the paper to the class, will be responsible for acting out the role of the

god/goddess that is being described in the paper. If you and your partner choose to dress up as

your god/goddess on role playing day, both of you will be rewarded with extra credit points. You

will also have the chance to be awarded extra credit points if you create or bring in props

(teacher approved) to go along with your role playing skit. Below are a set of questions that you

will want to refer to as you write your paper.

Here are some helpful questions that you should refer to when researching your god or goddess

(*Feel free to add any additional information to your paper that you feel is significant):

23

1. What is your god/goddess the god/goddess of?

2. What does your god/goddess look like?

3. What are some unique qualities of your god/goddess?

4. What are some unique characteristics and traits of your god/goddess?

5. What are some interesting facts about you god/goddess?

6. What are some significant and interesting facts about the life of your

god/goddesses?

7. What is your god/goddesses relationship to the other gods/goddesses

8. Does your god/goddess have any children?

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UNIT: Greek Mythology DATE: April 3, 2012

LESSON: Antigone TIME LENGTH: 3 days

PA ACADEMIC STANDARDS:

1. 1. 1.3. 11.C- Analyze the effectiveness of literary elements used by authors in various

genres. Analyze how authors develop complex characters as well as their roles and

functions in a variety of texts.

2. 1.2.11.C- Identify the authors explicit and implicit bias and assumptions, belief about

a subject, use of fact and/ or opinion, and/or the authors argument or defense of claim as

related to essential and non-essential information.

3. 1.1.11.A- Apply appropriate strategies to analyze, interpret, and evaluate author’s use

of techniques and elements of fiction for rhetorical and aesthetic purposes.

ASSESSMENT ANCHOR DESCRIPTORS:

1. R11.B.1- Understand components within and between texts

2. R11.A.1- Understand fiction appropriate to grade level

MOTIVATIONAL DEVICE: Refer back to your lesson on “Greek Heroes.” By a show of

hands, who can explain to me at least two characteristics or qualities of a Greek Hero? Write

down in your notebook the two characteristics or qualities that came to mind.

INSTRUCTIONAL OBJECTIVES:

1. Upon literary circle discussion, students will be able to list at least three characteristics

that make Antigone “heroic” according to Greek mythology.

2. Upon literary circle discussion, students will be able to list and discuss at least two

ways in which the gods play a major role in the story of Antigone.

3. Upon literary circle discussion, students will be able to list and describe at least four

out of the eight major themes displayed throughout Antigone.

MATERIALS NEEDED: 25 Antigone Packets, 25 Antigone Books, 25 discussion question

sheets, and computer with internet to watch Antigone clip.

TECHNOLOGY NEEDED: Overhead, Overhead projector, Computer, Internet, and YouTube.

RESOURCES USED:

Sophocles. (1973). Antigone (R. E. Braun, Trans.). New York, NY: Oxford University Press.

Antigone.

Hamilton, E. (1942). Mythology. Boston, MA: Little, Brown and Company.

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Antigone by Sophocles. (May 10, 2008). Retrieved from http://youtu.be/V0CwtefnAsI .

LESSON TYPE (Pedagogy): Discussion

LESSON OUTLINE:

I. Form students into discussion groups. (10mins)

A. Break students into five groups of five.

B. Students in each group will go over the answers to their Antigone packet for acts (1-4).

C. Each group member will be assigned a number (1-5). Each number corresponds with a

set of questions in the packet that the students will be responsible for going over.

D. Each student, (when it’s their turn) will be responsible for reading aloud the answers

that they wrote down to their group members.

E. After each member has gone over their answers, the group members should discuss the

questions and their classmate’s answers. Group members should add any input that they

find to be significant to the story. (I will circulate the room during discussion to answer

any questions that my students may have).

II. Bring Group discussions back to class discussion.

A. I will ask the class if they need me to go over any specific questions on the Antigone

packet (Acts 1-4), that they may need clarified. If not, I will begin my next activity.

B. Ask students to open their writing journals. (15 mins)

1. I will ask students to reflect on Antigone’s motivation for going against Creon

and burying her brother’s body.

2. Students will write at least one paragraph in their journal discussing what they

would do if they were in Antigone’s situation. Would they defy Creon and his

warning to bury their brother? Or would they obey him, and leave their brother as

Creon has ordered him to be left? Students should state why they would or would

not choose to listen to and obey Creon.

C. After students are done writing in their journals, have students form a large literary

circle with their desks. (25 mins)

1. Students will go around the room and each student will read aloud what they

wrote down in response to their journal prompt.

2. This will be an open discussion where students should feel free to ask questions

regarding their peer’s responses, and add their own input if they feel necessary.

26

(Remind student’s that they are to be respectful to their classmates and their

classmate’s opinions).

3. At the end of the discussion, I will pass out a list of discussion questions on

Antigone that students should begin thinking about for tomorrow’s discussion. *

End of day 1.

III. Form students into discussion groups. (10 mins)

A. Break students up into five groups of five.

B. Students in each group will go over the answers to their Antigone Packets for acts (5-

8).

C. Each group member will be assigned a number (1-5). Each number corresponds with a

set of questions in the packet that the students will be responsible for going over.

D. Each student, (when it’s their turn) will be responsible for reading aloud the answers

that they wrote down to their group members.

D. Each student, (when it’s their turn) will be responsible for reading aloud the answer

that they wrote down to their group members. After they have gone over their answers,

the group members should discuss the questions and their classmate’s answer. Group

members should add any input that they find to be significant to the story. (I will circulate

the room during discussion to answer any questions that my students may have).

IV. Bring group discussions back to class discussion.

A. I will ask the class if they need me to go over any specific questions on the Antigone

packet (Acts 5-8), that they may need clarified. If not, I will begin my next activity.

B. Ask students to open their writing journals. (20mins)

1. Students will have fifteen minutes to write a letter to Creon in which he/she

will try to persuade Creon why he should not punish Antigone. Students

should use at least 3 specific examples from the book to back up their letter.

2. In the letter, students should refer to Tiresias’s prophecy about Creon’s fate

(pgs. 58-63). Students should use their own understanding and knowledge of

the gods to explain to Creon why it would not be a smart idea for him to defy

the gods.

3. The letter should be at least one page in length.

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C. After students are done writing in their journals, have students form a large literary

circle with their desks.

1. Volunteers will be asked to share their responses to the journal prompt.

2. After each volunteer is done reading, there will be a chance for classmates to

respond to their peer’s journal entry, or to add any input of their own.

(Remind students that they are to be respectful of their classmate’s opinions).

D. After the volunteers are done sharing, I will ask students to take out the discussion

questions that I had handed out the previous day in class. (These discussion questions

will cover acts (4-8). (20mins)

1. I will remind students that each student is responsible for talking at least twice

in the discussion to earn credit. I will then explain how a discussion works.

2. I will begin the discussion by asking my students the first discussion question

on the list. The discussion will then become an “open panel discussion,”

which means that any student is free to talk and put in their input. * Students

will take charge of discussion, while I will facilitate it.

3. Five minutes before the end of class, I will wrap up the discussion by

reinforcing the main points that were made during the discussion. *End of

day 2.

V. Ask students to take out previous class notes on Greek Heroes. (20mins)

A. I will place a prompt on the overhead that will say, “Although Antigone does not go

on any long adventure full of monsters and vicious gods, she is still considered a “hero”

of Greek myth. What defines Antigone’s character as heroic?”

1. Form students into five groups of five.

2. Have students work together in their group to answer this question.

3. Have one student in each group be responsible for writing down the groups

answer on a sheet of paper.

4. Answers should be at least one paragraph long.

B. When groups are finished writing down their answers, one group member from each

group will read their group’s response aloud to the class. (20 mins)

IV. Summary (includes closure) (4 mins)

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A. Review and discuss three ways in which Greek heroes and gods played a huge role in Greek

mythology. How did these Greek themes and figures tie in with the story of Antigone?

B. Closure- http://youtu.be/V0CwtefnAsI (6mins)

KEY QUESTIONS (Include three high level questions):

1. What does the “buried alive” punishment of Antigone signify? Why is this particular

punishment significant to the major concepts and themes of Greek Mythology?

2. What importance does Antigone’s gender hold in Antigone? How does it shape the

way other characters view her?

3. Why do you think it took Creon until the end of the play to finally realize that he was

wrong for punishing Antigone?

CLOSURE: Students will watch the ending scene of Antigone on YouTube. Students should

write down in their notebook, their brief opinion on the clip. This will be handed in at the end of

class.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):

1. Students with visual problems will be seated in the front, and will be given discussion

questions in a larger font size.

2. Students with ADD/ADHD will be seated in the front and center and will be allowed

to move around during group discussion.

3. Students with hearing problems will be provided with a translator.

FORMATIVE ASSESSMENTS (Include at least two):

1. Ask the first key question. If students are having trouble answering, reinforce the

importance that the Ancient Greeks placed on obeying the gods.

2. Observe students during literary circle discussion. If students are having difficulty

responding to the discussion questions, I will reinforce by giving my own example and

asking students to expand on it. If students are still having difficulty responding, I will

direct them to the pages that they can look to for reference.

HOMEWORK: Day 1: Students will read Acts (5-8) of Antigone. Students are expected to

complete their Antigone packets by tomorrow. Students should also look over the discussion

questions that they were given in class and write down anything that they would like to talk

about for the next class period. Day 2: Students are responsible for writing one paragraph in

their journal which will give their opinion on the end of the play, Antigone. Students should

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answer the questions, “Did you feel sorry for Creon at the end of the play? Or do you feel that he

got what he deserved? What makes you feel this way and why?” Students should give at least

four specific examples from the text to back up their opinion. Day 3 : Students should write a

paragraph on how the themes of “Greek Heroes” and “Greek gods” tie in with the story of

Antigone. Students should use at least three specific examples from their text to support their

answer.

REFLECTION (Include at least three questions):

1. Were students on task while working in groups?

2. Did all students seem actively engaged and involved in the literary circle discussion?

3. Were students able to understand and accurately respond to the writing prompts

given?

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Antigone Study Guide Questions:

1. How is Antigone’s fate foreshadowed during her opening scene with Ismene? How

does this foreshadowing affect our view of her character?

On page 23 Antigone says, “I will bury him myself. If I die for doing that,

good: I will stay with him, my brother; and my crime will be devotion.”

On page 25 Antigone says, “I’m ready to suffer for it and to die. Let me. No

suffering could be so terrible as to die for nothing.”

View of character- Since Antigone knows that she could die for her act, it

makes her actions that much more honorable. She is willing to die for her

brother so that he can have the proper burial. It shows that Antigone is a

strong character, and that she is not afraid to go against Creon to do what she

believes is right. *Answers will vary.

2. How does Ismene respond to Antigone’s request for help? What does Ismene’s

response say about her character?

Ismene tells Antigone that she cannot help her, because the whole country

refuses to help. She also tells Antigone that they should be sensible, “we are

women, born unfit to battle men; and we are subjects, while Creon is king.

No, we must obey, even in this, even if something could hurt more”

(Sophocles 23). Ismene believes that it is not her place to defy the king. She

believes that she and Antigone should obey Creon, the king.

Ismene’s character- This passage shows the reader that Ismene is devoted to

her king and the state. She believes that she is subject to Creon and to men

and that it should stay that way. She thinks that going against Creon would be

senseless. *Answers will vary.

3. How does Antigone react to Ismene’s reluctance to help her?

Antigone is angry with Ismene for not willing to help bury their brother’s

body.

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Antigone views Ismene as weak because of her unwillingness to help.

Antigone says to Ismene, “Then weakness will be your plea. I am different. I

love my brother, and I’m going to bury him, now” (Sophocles 24).

4. What major theme does Sophocles introduce in the opening scene of his play?

Inaction/Lack of Agency versus Agency- When faced with injustice,

Antigone and Ismene react quite differently - the former aggressively,

progressively, and the latter more conservatively. Ismene is not so much

afraid of injustice as she is frightened of her own demise - and she cannot bear

to incur the wrath of men for fear of being condemned to the same fate as the

rest of her family. After watching her father and brothers die, she believes that

the best course of action is to lie low and obey. Thus, while Ismene is a figure

characterized principally by doubt, Antigone is one who plunges ahead purely

on self-belief and her firm convictions about right and wrong.

5. What does Ismene’s line at the end of her scene with Antigone reveal about Ismene’s

true feelings?

Ismene believes that Antigone is wrong for going against the law, but she will

always love Antigone. * Answers will vary.

6. What expositional purposes do the “parados”, or entrance of the chorus, serve in

the play?

The chorus represents the citizens of Thebes. It shows their ultimate devotion

to the law and to Creon. The chorus also provides the background information

needed to understand the characters and the action. (pg. 25)

7. What orders did Creon issue regarding the corpse of Polyneices?

Creon orders that the corpse of Polyneices will have no ritual, no mourners,

and will be left unburied so that men may see him ripped for food by the dogs

and vultures. (pg. 28)

8. What news does the sentry deliver to Creon?

The sentry tells Creon that someone has buried the corpse of Polyneices. (pg.

31)

9. How is Antigone caught by the guards?

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The sentry returns and tells Creon that after he and the other sentries dug up

the rotting body of Polyneices, a sudden dust storm blinded them. When the

storm passed, they saw Antigone, who cursed them and began to bury the

body again. The sentries seized her and interrogated her, and she denied

nothing. (pg. 36-37)

10. How does Antigone respond to Ismene’s “confession” that she helped her sister?

She does not want Ismene to get the credit for an action that she did not

take part in. Antigone sees her own actions of burying her brother as

honorable and just. Antigone does not believe that Ismene has the right to

be blamed since she did not help bury Polyneices in the first place.

Antigone also does not believe that Ismene deserves to be recognized for

an action she did not take place in. (pg 42-43)

11. How does Antigone explain her actions to Creon?

Antigone tells Creon that she does not believe that Zeus or the gods

approved of Creon’s law against Polyneices. She believes that Creon

violated the lawful traditions that the gods had written. Antigone tells

Creon that she knew she would die for going against the law, but that she

does not fear death. She claims, “if I had let my own brother stay

unburied, I would have suffered all the pain I do not feel now” (Sophocles

39).

12. How does Creon react to Haemon’s arguments?

He denounces Haemon’s arguments and criticizes Haemon for taking

Antigone’s side over his own fathers. He says, “Rotten, degraded, on your

knees to a woman! Everything you’ve said was for her sake” (Sophocles

51). Creon also claims that Antigone did wrong by going against him, and

so, as King, he must enforce the law. He says that it is his job to rule the

land and no one else’s. (Pgs 49-52)

13. In this first scene with Haemon, what feelings does Creon reveal about

leadership and democracy?

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Creon is a very proud man. When Haemon tells Creon that the whole

nation does not agree with Creon’s verdict against Antigone, Creon

responds, “Will the nation tell me what orders I can give?” Creon believes

that it is his job to rule Thebes and no one else’s. He believes that the

nations belong to the men with power. He believes that everyone should

respect him and his laws since he is the king. He is too proud to listen to

the citizens of Thebes. (pg 50)

14. What change do we see in the chorus during Creon’s scene with Haemon?

The chorus begins to second guess Creon’s verdict against Antigone, and

they begin to side with Haemon’s argument. (pg 52)

15. What event is foreshadowed at the end of the scene between Creon and

Haemon?

Haemon’s death. “Then she’ll die, and her death will destroy others”

(Sophocles 51).

16. What change does Creon make in his plan to kill both Ismene and Antigone?

Creon decides to let Ismene live since she did not assist Antigone in

burying Polyneices.

Creon’s final verdict on Antigone is a living death: he will enclose her,

alive, in a tomb. “Have her taken up a road man have deserted, hidden

there, living, in a rock hollow; leave her enough fodder only to defend the

country from the filth of a curse. There she can beg from Death, the only

god she honors; possibly Death will excuse her from dying! That or she’ll

learn, too late, that homage to Death and the dead is useless” (Sophocles

52).

17. What unusual or seemingly uncharacteristic things does Antigone say in her

final scene?

Antigone claims that if it was her husband or child that was in

Polyneices’s place, she would not have defied the nation. She claims that,

“The principle I followed is this: If my husband had died, there might be

another and a son by another man if I had lost my children. But my mother

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and father were gone. I could never have had a new brother” (Sophocles

56).

18. What is the significance of Tiresias’s prophecy against Creon?

Tiresias warns Creon that Creon will lose his own child if he follows

through with his punishment of Antigone. Tiresias tells Creon, “You have

dishonored a living soul with exile in the tomb, hurling a member of this

upper world below. You are detaining here, moreover, a dead body,

unsanctified, and so unholy, a subject of the nether gods” (Sophocles 62).

Tiresias warns Creon that the matter is out of Creon’s hands and those of

the gods above. He tells Tiresias that he is defying the gods and he will be

punished for his defiance. (pg. 62)

Significance= Tiresias is a prophet and has never been known to lie to

anyone. Tiresias’s prophecy is ultimately what leads Creon to change his

mind in entombing Antigone, and denying Polyneices the proper burial.

19. What does Creon decide after Tiresias exits?

Creon decides that he will release Antigone from the cave, and build a

tomb for Polynieces’s body. (pg. 63-64)

20. What news does the messenger bring?

Antigone hanged herself.

Haemon committed suicide by stabbing himself.

Eurydice (Creon’s wife) committed suicide by stabbing herself when she

learned of her son, Haemon’s death.

21. What is the subject and dramatic purpose of the final ode in the play?

The Chorus’s final speech is a remarkably terse list of possible lessons that

can be learned from the play’s events: wisdom is good, reverence for the

gods is necessary, pride is bad, and fate is inevitable. The Chorus claims

that the punishing blows of fate will teach men wisdom, but it is hard to

feel convinced by their words: Haemon, Antigone, and Eurydice can learn

nothing more, now that they are dead. The Chorus, like the audience,

struggles to find purpose in violence, though it is not clear that there is any

purpose to be found. (pg. 72)

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Directions: I have given you a list of fifteen discussion questions that will be used in tomorrow’s

class. You will be responsible for discussing these particular questions in tomorrow’s literary

circle discussion. Make sure that you take the time to carefully review and reflect on each

question before tomorrow’s class, so that you will be well prepared to participate in tomorrow’s

discussion. You are required to speak at least twice in the discussion to receive full credit.

1. Why does Antigone get so angry at her sister? Do you think that Ismene is being

practical or that she is being cowardly? What reasons do you have for that opinion?

She is angry that Ismene will not help her bury Polyneices. (Pg. 22)

2. Do you think Antigone’s treatment of Ismene was harsh or justified?

Answers will vary.

3. Ismene says to Antigone, “You have a warm heart for such chilly deeds.” What is

her point? (line 101)

Antigone is willing to risk her life to give Polyneices the proper burial.

The “warm heart” represents Antigone’s willingness to die for her brother,

and the “chilly deeds” refer to Antigone’s rebellion against the king.

4. Do you agree with Antigone’s actions to bury her brother? Why or why not?

Opinionated question- answers will vary.

5. Is Antigone trying to defend Ismene when she refuses to let her be blamed for

Antigone’s actions?

No, she does not want Ismene to get the credit for an action that she did

not take part in. Antigone sees her own actions of burying her brother as

honorable and just. Antigone does not believe that Ismene has the right to

be blamed since she did not help bury Polyneices’s body in the first place.

(pg. 42-43)

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6. Antigone believes that the gods want her brother buried. Creon believes that the

gods do not want his nephew buried. (lines 1090 -1101) Why do they both believe

something different?

Creon believes that the gods want to leave Polyneices’s body unburied

because according to Creon, Polyneices was a criminal. Creon says, “As if

the gods had any concern for that corpse, covering him up, honoring him

presumably as a public benefactor, when he was the one who came to burn

their temples, the circles of pillars and the holy treasures and the country

that is theirs, smashing the laws” (Sophocles 32). Antigone believes that

the God’s want Polyneices buried because it is the prerogative of the gods

to decide who gets buried and who does not, not a human’s decision.

Antigone believes that Creon is defying the Gods by commanding that

Polyneices body is not to be buried. According to the law of the gods, the

living are to remain on land and the dead are to be given the proper burial.

(pg. 24).

7. Do you view Antigone’s act of suicide as commendable or as an act of cowardice?

Opinionated, answers will vary.

8. What are the major themes of Antigone? How are these themes significant to the

story?

Pride, Individual versus State; Conscience versus Law; Moral or Divine

Law versus Human Law, Gender: the Position of Women, Inaction/Lack

of Agency versus Agency, the Threat of Tyranny, and Heroism.

9. What did you think of the ending of the play? Did you feel sorry for Creon, or do

you believe that he got what he deserved?

Answers will vary.

10. What specifically makes Antigone a tragic hero? Think about what exactly you

mean by such words as "tragedy" and "tragic."

The Tragic Hero is the main protagonist in the story. Although they will

not achieve their ends they will very likely die in the trying. Having been

attached to the hero beforehand, when they suffer their fate we feel a

deeper shock and sympathy for them (and, by association, our

37

selves).Aristotle described the tragic hero as trying to do the right thing in

a situation where the right thing cannot be done. In Antigone, Antigone

risks her life to give her brother the proper burial. From the beginning of

the play, the audience is set up to feel sympathy and admiration for

Antigone’s determination to do what is right even though she knows it

will ultimately cost her, her life.

11. Did you see Heamon’s action to rescue Antigone as bravery or as foolishness?

Answers will vary.

12. What role do the gods play in Antigone?

Antigone is a threat to the status quo; she invokes divine law as defense of

her actions, but implicit in her position is faith in the discerning power of

her individual conscience. She sacrifices her life out of devotion to

principles higher than human law. Creon makes a mistake in sentencing

her-and his mistake is condemned, in turn, by the gods-but his position is

an understandable one. In the wake of war, and with his reign so new,

Creon has to establish his authority as supreme. On the other hand,

Creon's need to defeat Antigone seems at times to be extremely personal.

At stake is not only the order of the state, but his pride and sense of

himself as a king and, more fundamentally, a man.

13. Why is the role of the gods so important to the story?

Answers will vary.

14. Did you like Antigone? Why or why not?

Answers will vary.

15. Do you think that Creon’s reason for not burying Polyneices was justified? Why or

why not?

Answers will vary.

Test Blueprint

38

Test Blueprint for Unit Based on Instructional Objectives

(Cognitive Domain)

Instructional

Objective

Know. Comp. Application Analysis Synthesis Evaluation Totals

1-1

1-2

1-3

2-1

2-2

2-3

3-1

3-2

3-3

Totals

Note: Include other Domains (Affective and/or Psychomotor), if needed.

39

Unit Test

Matching: Match these Greek gods/goddesses up with their correct description. Place the

correct letter in the blank space that pertains to the god/goddesses description. (12 pts)

1.  H Lord of the Sky A. Poseidon2.  A Gave the first horse to man B. Athena 3.  E Protector of marriage C. Aphrodite 4.  B Sprang from Zeus’s head D. Hermes5.  G God of light and truth E. Hera 6.   I Lady of Wild Things F. Hades 7.  C Goddess of Love and Beauty G. Apollo 8.  J God of War H. Zeus 9.  K God of Fire I. Artemis 10.  L Goddess of the Hearth J. Ares 11.  F King of the dead

K.Hephaestus

12.  D Zeus’s Messenger L. Hestia

Multiple Choice: Select the best answer for each of the questions or statements and make sure

to circle the appropriate letter for each question.

1. Which hero was responsible for murdering his children and wife?

A. Achilles

B. Theseus

C. Hercules

D. Perseus

2. Who was Greek’s best warrior in the Trojan War?

A. Paris

B. Achilles

C. Odysseus

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D. Hector

3. Which creature did Atalanta pierce?

A. Calydonian Boar

B. The Minotaur

C. The Cyclops

D. The Sphinx

4. Which of these heroes is a descendent of Hermes?

A. Achilles

B. Theseus

C. Perseus

D. Odysseus

5. Which hero came up with the idea of the Trojan horse?

A. Achilles

B. Paris

C. Hector

D. Odysseus

6. How long is Odysseus away from Ithica?

A. Two years

B. Ten years

C. Twenty years

D. Fifty years

7. The myths served many functions for the Greeks. Which of the following purposes

did they not serve?

A. Literature, functioning as entertainment and pure fantasy.

B. Science, explaining the mechanics of the physical world.

C. Prophecy, showing and explaining how the world will end.

D. Religion, explaining the roles of the gods and morality.

8. What was the center of all the art and all the thought of Greece?

A. The gods

B. Human beings

C. Mythical creatures

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D. Greek mythology

9. Which Greek god had the planet Neptune named after him?

A. Poseidon

B. Zeus

C. Artemis

D. Hermes

10. Which planet was named after the Greek goddess Aphrodite?

A. Mars

B. Jupiter

C. Venus

D. Mercury

11. In the myth, “Hercules,” what is the name of the nine headed creature that Hercules

is instructed to kill?

A. Cerberus

B. Arion

C. Hydra

D. Laelaps

Short Answer: Answer the following short answer questions in no less than one paragraph.

Make sure you use specific examples from the texts to support your answers. (33 pts.)

1. What orders does Creon give in regards to Polyneices body? Why does Creon

order this?

Creon orders Polyneices body to be left on top of the ground, unburied. He denies

Polyneices the right to a proper burial, and instead, leaves him unburied for the dogs and

vultures to eat. Creon states that anyone who tries to bury Polyneices’s body will be

punished by death. Creon orders Polyneices’s body to be left unburied because he views

Polyneices as a traitor because he fought against him in the war. *Answers will vary.

2. Although Antigone does not go on any long adventure full of monsters and

vicious gods, she is still considered a “hero” of Greek myth. What defines

Antigone’s character as heroic?

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Antigone is considered a hero because she defies the unjust law that was placed

on her brother’s dead body. Antigone, knowingly, risks her life to give her brother the

proper burial, so that he can go in peace to the Underworld. Antigone knows from the

very beginning of the play that defying king Creon’s law against Polyneices is punishable

by death, but this does not stop Antigone from venturing out to bury her brother. Even

when Antigone is caught by Creon’s guards she does not deny that it was she who buried

Polyneices body, in fact, she is quite proud of her defiance. When Antigone is sentenced

to death by Creon, she willingly accepts it. Antigone had accepted her fate of death since

the beginning of the play. Her bravery and determination against the king and the law to

do what is right, ultimately earns Antigone the title of a “hero.” *Answers will vary.

3. What role do the gods play in Antigone?

Antigone buries her brother because she believes that the gods want him buried.

Antigone believes that Creon is breaking the law of the gods by denying Polyneices the

proper burial rights. Creon, however, believes that the gods do not want Polyneices’s

corpse to be buried. He firmly believes that the gods would not want, what he calls, a

“traitor,” to be given the proper burial rights. Both Creon and Antigone act on what they

believe the gods would want for Polyneices. Tiresias tells Creon that the gods are angry

with him for breaking their law and that they will take action against him soon. Tiresias

prophecy about the gods changes Creon’s mind. He decides that he will release Antigone

from the tomb, and give Polyneices the proper burial. Unfortunately, the gods take action

before Creon can save Antigone or his son Haemon from taking their own lives. The

god’s laws are to be respected and obeyed, so when Creon defies their laws, he ultimately

ends up paying the price. *Answers will vary.

4. How is Antigone caught by the guards?

The sentry tells Creon that the guards went back to where Polyneices was found

buried and so they proceeded to unbury his corpse for King Creon. The guards then

retreated behind a hilltop to watch for anyone who might come and try to bury

Polyneices’s corpse again. While the guards were on the lookout, a dust storm passed

by. After the dust storm passed, the guards saw Antigone approaching. She let out a

cry when she saw Polyneices’s unburied corpse. She then began to bury his body

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again. The guards approached Antigone and arrested her. She did not deny burying

Polyneices’s body, but instead, she admitted her actions. *Answers will vary.

5. How does the theme of Pride tie into the play Antigone?

There is no question that pride, in the play, Antigone is a trait despised by the

gods and punished without mercy. In Antigone, Sophocles describes the type of pride

that allows men to create laws that substitute for divine principles. In other words,

when Creon creates a law because he believes it is divine will that is the ultimate

display of punishable pride, for no man can ever create a law that is equal to or above

divine right. As a result, when Tiresias comes with the news that Creon will suffer,

Creon realizes that he has made a terrible mistake, and yet still refuses to admit it,

bending to the prophet's message only because he wants to preserve his life, not

because he knows he's gone too far. As a result, he must suffer the loss of his family.

*Answers will vary.

6. What is the significance of Antigone being entombed, alive, in the cave?

Antigone being entombed alive signifies Creon’s defiance of the god’s divine

laws. It is the prerogative of the gods to decide who gets buried and who does not, not a

human’s decision. Antigone believes that Creon is defying the gods by commanding that

Polyneices’s body is to be left un-mourned and unburied. According to the law of the

gods, the living are to remain on land and the dead are to be given the proper burial.

Creon defies both of these divine laws by doing the exact opposite. Creon orders the dead

body of Polyneices to remain on land, while Antigone is sentenced to live entombed in a

cave under the ground. Creon’s defiance of the god’s laws, foreshadow his fate at the end

of the play. *Answers will vary.

7. List at least four characteristics of a “typical Greek hero.”

Greek heroes typically have one immortal parent, have an unusual conception or

birth, are favored by the gods, and are the subject of a prophecy. Typical Greek

heroes also, usually, perform an amazing feat at a young age; have supernatural

abilities, go on a quest, travel to the underworld, are courageous, and are greatly

admired by the people in their society. *Answers will vary.

8. List at least four characteristics of a “Greek God.”

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The god’s acted like humans and had human vices. They would interact with

humans, sometimes even spawning children with them. The gods were rather cocky

and had supernatural powers. Although the gods were immortal, the gods were not all

powerful; they still needed to obey fate, which overrode all. *Answers will vary.

9. Name at least four companies or products that use Greek Mythology names in

today’s society. Explain what each company or product is, and what it is named

after.

Nike- Winged goddess of Victory, who can run and fly at great speeds;

now used to name an athletic apparel & tennis shoe company.

Trident Gum- The three-pronged spear of Poseidon, god of the seas;

(Note: 'Tria' is Greek for 'three' and 'donti' means 'tooth'; hence, Trident

translates literally as 'three-teeth', or 'triple-toothed'.

The Space Mission Apollo- Named for the god of light, sun, music and

prophecy.

Honda Odyssey- Car named for the 10-year sea voyage endured by the

Trojan War hero, Odysseus, as he sought to return home to Ithica.

*Answers will vary.

10. List two common characteristics of Greek heroes vs. modern day heroes. List

two differences.

Greek heroes differed from modern day heroes because typically, Greek heroes

had supernatural powers, (strength, speed, etc.), whereas, these powers do not exist in

“real life, modern day heroes.” Greek heroes also, typically, underwent some kind of

dangerous quest where they were forced to fight mythical creatures and beasts. Both of

these characteristics of Greek heroes are not found in modern day heroes. Greek heroes

are similar to modern day heroes in that they were courageous and usually served as a

role model to their society. Greek heroes are also similar to modern day heroes in that

they usually performed some kind of noble or honorable act, which ultimately earned

them the title of a “hero.”

11. What are two ways in which the Greek gods and goddesses impacted Greek

culture?

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The Greeks made their gods in their own image. That had not entered the mind of

man before. Until then, gods had no semblance of reality. They were unlike all living

things. Human gods naturally made heaven a pleasantly familiar place. The Greeks felt at

home in it. They knew just what the divine inhabitants did there, what they ate and drank

and where they banqueted and how they amused themselves. The gods were worshipped

and praised by the people of Greek, but they were also to be feared. The gods were very

powerful and dangerous when angry, and they were not to be tested. The Greeks

believed in an Underworld where the spirits of the dead went after death. If a funeral was

never performed, it was commonly believed that that person's spirit would never reach

the underworld and so, the spirit would haunt the world as a ghost forever. *Answers

will vary.

12. What was the purpose of Greek mythology?

Greek mythology is supposed to show us the way the human race thought and felt

untold ages ago. Through it, we can retrace the path from civilized man who lives so far

from nature, to man who lived in close companionship with nature. The real interest of

the myths is that they lead us back to ta time when the world was young and people had a

connection with the earth, with trees and seas and flowers and hills, unlike anything we

ourselves can feel.

13. List and explain two ways in which the myths of “Hercules” and “Atalanta” are

similar. List and explain two ways in which the myths of “Hercules” and

“Atalanta” are different. Use specific examples from these myths to support

your main points.

In both myths, the two heroes have supernatural abilities. Hercules has super

strength, whereas Atalanta has super speed. Both Hercules and Atalanta use these

supernatural talents to help them defeat difficult, yet almost impossible tasks. Hercules is

faced with the task of killing several dangerous mythical creatures, including the three

headed dog Cerberus and the nine headed creature known as hydra. Without his

supernatural abilities and hero-like qualities, Hercules would not have been able to

overcome these difficult tasks that he was put up against. Atalanta was also the first hero

to pierce the Calydonian boar, which was a gigantic, almost unconquerable boar. Thanks

to her supernatural abilities and hero-like courage, she was also able to defeat the

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impossible. The people of Greece accepted Hercules’s as a hero despite his wrong

doings, and they appreciated him because he was a man. However, the people of Greece

had quite a different opinion of Atalanta.

Atalanta is one of the only female heroes in Greek mythology. Instead of being

praised for her victory on piercing the Calydonian boar, Atalanta was chastised for it by

the very same men that accompanied her on the boar hunt. The male heroes that

accompanied Atalanta on the boar hunt resented her presence and felt it was beneath

them to go hunting with a woman. When the male heroes found out that Atalanta was

going to be awarded with the skin of the boar, they were very insulted and were furiously

angry at having the prize be given to a girl. Although Atalanta had just as many

honorable qualities and traits as the male heroes did, she still did not gain the same

respect that they did, simply because of her gender. Atalanta and Hercules also differ in

the fact that Hercules was undefeatable, whereas Atalanta was defeated in a race against

her suitor, Melanion. Although Melanion was not nearly as fast as Atalanta was, he was

able to defeat her in a race. Melanion received three golden apples from the goddess

Aphrodite. These apples were so beautiful that no one alive could see them and not want

them. So, during the race between Atalanta and Melanion, Melanion rolled the apples in

front of Atalanta. Atalanta was struck by the apple’s beauty and was tricked into picking

them up. This slowed Atalanta down, allowing Melanion to beat her in the race. Hercules

was undefeatable, whereas Atalanta was beat by a simple human. *Answers will vary.

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Bibliography

Antigone by Sophocles. (May 10, 2008). Retrieved from, http://youtu.be/V0CwtefnAsI.

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2012). The Act of Teaching (6th ed.).

Boston, MA: McGraw-Hill.

Disney’s Hercules Gods on Olympus. (October 21, 2011). Retrieved from,

http://youtu.be/swpN-h5tkPc.

Hamilton, E. (1942). Mythology. Boston, MA: Little, Brown and Company.

Hercules. Zero to Hero. (September 14, 2007). Retrieved from, http://youtu.be/qRCteeZTrjE.

Olympian Gods of Greek Mythology. (July 25, 2009). Retrieved from,

http://youtu.be/WP_NeirFIkM.

Olympian Goddesses of Greek Mythology. (July 25, 2009). Retrieved from,

http://youtu.be/iMzNPEHNxcc.

Sophocles. (1973). Antigone (R. E. Braun, Trans.). New York, NY: Oxford University Press.

Antigone.

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