Trimester 2 - Antigone

The graded discussion on Antigone will be on B-day during the third week of tri 2, with the summative test for Antigone coming the Friday that follows (the last day of class before break). If you will be absent during either day, make sure to arrange an alternate date for assessment ahead of time.

Below are the graded discussion questions that we will be using on B-day. Like always, the class will be split in two groups, and each group will have a chance to respond to four of the eight questions (to be divided up in class on the day of the discussion). Make sure you consider responses for several questions so that you will be well-prepared for the discussion. Notes and books will be allowed.

Antigone Graded Discussion questions

1. Loyalty or obligation to family: Throughout the text, there are numerous cases where the value of loyalty and obligation to family is tested. In the end of this text, nearly all family ties have been broken for one reason or another. Why is this value important to the characters in this text? How and why are these family ties tested and broken? What does the text teach us about the importance of family?
2. Obedience to civil law: Creon states that anarchy is the greatest of evils, and that good lives are made through discipline and lawfulness (3:42-47). How does this line of thinking explain Creon’s judgments? Discuss how Creon’s emphatic support of this value is a positive and negative quality as a leader.
3. Observance of religious law: Antigone was originally written by Sophocles to be performed at a religious festival. How does this relate to author’s intent and the text’s treatment of the importance of observing religious law? Provide specific examples from the text to defend your answer.
4. If “personal dignity” is defined as “an individual’s own self-respect,” many characters in Antigone work to maintain theirs. Conflict occurs in the play when one character’s personal dignity interferes with what another character thinks is right. Keeping this in mind, explore what the play teaches us about the importance of protecting your own personal dignity as well as that of others.
5. Some people say freedom is a state of mind. Other people say that freedom is the right to choose actions for yourself. Still others say freedom is a basic human right. Keeping these things in mind, examine the topic of freedom using Antigone as your guide. Be sure to look at the words and actions of particular characters to see what we in the 21st century can learn from this ancient text.
6. Thebes has undergone an extremely stressful time before the play begins. Oedipus’ family seems plagued by the gods. The city has been in the state of civil war since Etocles would not surrender the throne to Polyneices as promised. Creon comes to the throne untested, and he rules with “an iron fist.” Explore how effective Creon’s rule of Thebes is - keeping in mind the gains and losses he, his family, and the city have experienced.
7. This play includes many allusions. An allusion is a reference to a person in literature the author expects the audience to know. Explore how the use of allusion is used in the play and how its use deepens the understanding of the text.
8. Scene Three shows the conflict between Haemon and Creon. How does this conflict illustrate the characters’ differences in values? How does this one scene act as microcosm of the play as a whole?
   

Assignment and Assessment Dates

Remember, the courageous/cowardly notes, the character notes, the mind-map, and the blue archetypes worksheet will be collected on Friday, 11/21 - in addition to the final test and graded discussion on Kindred.

Final test: Friday, 11/21

• 50 points; multiple choice, matching, true/false, short answer. No notes or books allowed.

Graded discussion: B-day, 11/19-20

• 50 points; contributions will be assessed on claim, evidence, warrant, originality, and respectful participation.
• Discussion questions will be given to students on Monday, 11/17 so that students can prepare responses ahead of time. Notes and books are allowed during the graded discussion. If students have concerns about their ability to successfully participate in the graded discussion, they may choose to respond to two questions in written format ahead of time instead of orally. If students choose to do this, their responses are due at the beginning of class on the day of the discussion.

Kindred Mind Map directions

here are the directions for the mind map that we worked on in class on A-day (11/4-5). These will be collected at the end of the Kindred unit, and can (and should) be used to study for quizzes, tests, and graded discussions.

Mind Map
Show each of Dana’s trips between California and Maryland.
1. Where does Dana go each time?
2. What happens there?
3. What does Dana bring back with her?

Map of the Weylin Plantation
1. Include all of the significant locations on and near the plantation.
2. Include the key events and locations in the story.

“Family” Portrait
1. Who are the members of the “slave” family in Maryland? Arrange them by their “kin.” (Put families together).
2. Who are all the Weylin family? Include white employees in this portrait. Also include nearby neighbors.
3. Who are in the “California” family? Include Dana’s and Kevin’s relatives and friends.

Symbols of Survival
1. Look for tangible items in the text that could represent how characters survive in the story. Recreate them. Be able to identify the components of each symbol. Think of characters who work at survival besides Dana.
2. You should find a minimum of five survival symbols—some should illustrate how it is courageous to survive and others should illustrate how it is cowardly to survive.

Remember: Everything you use for illustrations must be appropriate for the classroom.

Due dates coming up...

Monday - quiz on Kindred; features due for C+C paper.

A-Day - Thesis statements due at end of class (please note - this will require research on subjects and features to be done outside of class in preparation).

Friday - Introductions and organizational method due.

Monday, 10/27 - First draft due at the beginning of class.

Notes you need...

As advertised in class, I will include notes on archetypes and the Hero's Journey. All students are expected to have these notes in his/her own notebook, though it never hurts to have these available elsewhere.




Archetype: An organized pattern that crosses time and culture.

• An organized pattern means that something—characters or stories or rituals or symbols—is familiar due to its recurrence.


• That crosses culture and time means that people have understood this content throughout history and throughout the world.

Character "Masks"

• The roles that characters play in stories are not static (unchanging).


• One character can have the qualities of more than one archetype.


• This leads to the concept of Archetypal Character Masks - because characters can put on and take off the roles they play in stories (just as people can change the roles they play in life).

Hero:

• The Hero gives the audience a window into the story.


• We see the action through the hero’s eyes. As an audience, we identify with the hero.


• The hero must have a flaw that s/he confronts throughout his/her quest.


• The hero cannot start out as perfect.


• It is the flaw that leads him/her to learn the lesson s/he needs to learn.


• Hero must sacrifice something.

Herald:

• Brings conflict


• Announces the coming of significant change.


• Provides motivation, offers the hero a challenge - to get the story rolling.

Mentor:

• Teacher and guide


• does not take the journey with hero; comes and goes throughout story.


• Gives a gift (tangible or intangible) that helps hero later in story


• The mentor does not appear with the hero at the climax of the story because the hero must face that challenge alone.

Shadow:

• Exploits the Hero’s flaw.


• Challenges the Hero and provides a worthy opponent.


• Not synonymous with “villain,” though these are often the same character.

Shapeshifter:

• Character who changes from the Hero’s perspective.


• Sometimes not sure what side they are on.


• Brings doubt and suspense – changes mood of a story.


• Often deceives and/or betrays Hero.


• Often changes appearance. (think Disney movies)

Threshold Guardian:

• Tests the commitment of the Hero.


• Temporarily blocks forward progress of the Hero.


• Hero gains something valuable from TG after encounter.


• Can be a friend, enemy, character, or object.

Trickster:

• Relieves tension.


• Cuts big egos down to size, brings the hero and audience down to earth.


• Can provide comic relief, though does not need to be funny.


• Is often mischievous.

Hero's Journey:

1. The Ordinary World
· where story starts
· problem in world
· problem in hero (flaw)

2. The Call to Change
· hero is presented with a problem to solve
· hero sets goal—can’t stay in ordinary world as he/she was

3. The Threshold/Commitment to Change
· hero commits to adventure at this point
· overcomes fears and hesitation to do so

4. The Unknown World/Challenges, Allies, Enemies
· a new, physical world (literal)or a new direction in life (metaphoric)
· hero meets challenges along way; sometimes fails because of flaw
· allies help hero along way
· enemies hurt/impede hero along the way

5. Into the Abyss/Danger Zone
· greatest challenge thus far
· hero does it on his/her own
· hero may die, physically, mentally, emotionally
· audience feels let down after this point

6. Transformation and Revelation
· hero conquers fear, starts to overcome flaw
· a part of hero “dies” so he or she can move forward
· hero is renewed

7. Atonement/Rebirth
· Hero wins or loses here
· hero is now “at one” with new self

8. The Return
· hero goes back to share with his own community
· shares something physical (a ballpark, a sword, a trophy, e.g.)or something abstract (knowledge, a better relationship)

Annotations for Kindred

A reminder...

Take notes as you read! If you prefer not to interrupt your reading, make sure to record info after you have finished reading for the day - do not leave it for tomorrow, or put it off for another week. The info will be easiest to recall as you are reading, or shortly after.

We are annotating for:

1. Archetype character masks
2. Stages of the Hero's Journey
3. Examples of heroic/cowardly survival

While some bits of the text will have more info you will want to remember/take note of than others, make sure to take notes on what you've read every day (at least 5 entries per 10 pages). You will be able to use these notes on graded discussions/essays throughout the trimester.

Kindred Reading Schedule

In case you've misplaced your reading schedule for Kindred, here you are. Remember that the due dates are for the beginning of class - whether or not we have a quiz that day!

Mon, October 13th – read to p. 18
A-day, Oct.14/15th – read to p. 28

Mon, Oct. 20th – read to p. 52 Quiz on pp 9-51
A-day, Oct. 21/22nd – read to p. 67
B-day, Oct. 22/23rd – read to p. 81
Fri, Oct. 24th – read to p. 91

Mon, Oct. 27th – read to p. 108 Quiz on pp 52-107
A-day, Oct. 28/29th – read to p. 121
B-day, Oct. 29/30th – read to p. 131
Fri, Oct. 31st – read to p. 143

Mon, Nov. 3rd – read to p. 154
A-day, Nov. 4/5th – read to p. 169
B-day, Nov. 5/6th – read to p. 178
Fri, Nov. 7th – read to p. 189 Quiz on pp. 108-188

Mon, Nov. 10th – read to p. 198
A-day, Nov 11/12th – read to p. 213
B-day, Nov 12/13th – read to p. 229
Friday, Nov. 14th – read to p. 240 Quiz on pp. 189-239

Mon, Nov. 17th – read to p. 252
A-day, Nov. 18/19th – finish book (264)