Antigone Unit Overview 10H

NYS Framework standards:

CC.9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CC.9-10.RL.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.

NYS Common Core ELA & Literacy Curriculum Grade 12 Module 12.2
Students work with Julius Caesar includes exploring Shakespeares craft in structuring the play and developing
characters, along with analyzing the impact of powerful rhetorical language, not only on the aesthetic effects of the
play, but also on the plot.
Objectives:
Students will be able to gain a broader understanding of the structure and greater meaning within a Greek
tragedy.
Students will be able to engage in evidence-based discussions about the text.
Students will be able to interpret evidence from the text to support analysis in writing.

Essential questions:
What price should a person be willing to pay if he/she breaks an unjust law?
To what degree will an individual go to preserve self-interest versus acting on behalf of the common good?
Is it our responsibility to rebel against and break an unjust law?

Themes: Human Law vs. Divine Law, Feminism and the Oppression of Society, Pride
Assessment Methods: Discussion, study guide notes, unit exam, central idea writing task