Antigone Background Information
Global Literature (Intermediate)
Rode 2007
Background on Greek Theater
-Ancient Greeks created drama as we know it. All of it came out of Athens which became the greatest
city/state after the Persian wars (480 B.C.).
-Part of a religious festival in honor of the Greek God, Dionysus that incorporated song and dancecalled Dionysia. The festival was held each spring. Performances were held in the great open-air
theater of Dionysus in Athens. The festival would last for several days (4-5) (like a Lollapolooza or a
Woodstock). Performances were held during the day because of lack of lighting at night.
-Every citizen attended these plays (approx 15,000 spectators). Prisoners were released on bail and most
public business was suspended.
-The wealthy citizens bore the expense of costuming and training the actors as a public and religious
duty. They would be exempted from taxes for contributing to the theater.
-At the end of each year’s festivals, judges would vote to decide which playwright’s play was the best.
-Sophocles won first prize at the Athenian festival 18 times, and was one of the most popular and
respected men of his day. Believed to have authored 123 plays, only seven of which have survived.
-Each playwriter was assigned 3 actors to work with, but there were usually more than 3 parts, so the
actors had to play multiple roles. All of the actors were male. They wore elaborately designed masks to
help them play women and play different people.
-The chorus consisted of 15 members; it was used to represent the communal voice – the popular
opinion of the masses; it was the mouthpiece of society. Choragos was the leader or the spokesman of
the chorus. In Antigone, the Chorus is a group of Theban elders – powerful citizens of the city who
watch and comment on the action.
Background on Antigone – The Play
-First of the three Theban plays that Sophocles wrote, although the events
dramatized in it happen last. Antigone was written in 441 B.C. Oedipus
was probably written in 429 B.C. Oedipus at Colonus written in Sophocles
old age (right before his death at approx 90)
-Sophocles was born in 496 B.C.
-Antigone is one of the first heroines in literature, a woman who fights
against the male power structure.
-Antigone was probably 15 at the oldest and perhaps 12,13 (because she
was just engaged to be married)
Background on the Culture of Ancient Greece
-Greek religion had dictated for centuries how people should think and behave.
-At the same time, there was a growth of free thought and intellectual inquiry in Athens at this time.
People were interested in radical ideas like democracy, philosophy, mathematics, science, and art.
People were beginning to question the role of religion and the power of man.
Background on Women in Ancient Greece
-Greek women had virtually no political rights and were not expected to get involved in issues of the
polis (for Antigone to meddle in anything political is way outside of the normal realm for women.)
-Women’s most important duties were bearing children and running the household. Women from
important families would have numerous slaves to help with the household duties.
Background on Death/Burial in Ancient Greece
-It was believed that if a person was not provided a proper burial with the appropriate rituals, he/she
would suffer between worlds. The Greeks believed the soul needed to be guided to the afterlife. Some
believed the ghost of the loved one would haunt the family if not buried properly.
-In ancient Greece, burial rituals consisted of three parts: 1) the laying out of the body (it would be
washed, anointed with oil, dressed, and covered with flowers, and a crown was placed on the head. The
mouth and eyes were shut to prevent the psyche or soul from leaving the body. The body is presented so
it can be viewed for 2 days. 2) the procession: the body was taken to the tomb by cart; the men would
lead the procession and the women would follow. 3) the internment: the corpse of ashes would be
placed in the tomb along with pottery, jewels, vases, or other personal property (placed there so the
spirits would be comfortable in the afterlife). Women would leave early to go home and prepare a
banquet held in honor of the deceased. The men would remain to finish the preparation of the tomb or
grave. A stele (similar to modern gravestones) was placed over the grave. Very important to visit the
grave regularly; rituals were performed at the gravesite on the 3rd, 9th, and 30th days after death, and
then monthly, annually, and on holidays.
-Funeral presents an opportunity for a family to display its wealth, family pride, and family bonding.
-Mourners pay their respects to the deceased by dressing in black.
-Believed that all souls passed on to the underworld (known as Hades) – judged once there – 3 places:
Tartarus for evil people, Asphodel for average people, and Elysium for the blessed. A coin was usually
placed in the mouth of the deceased as a payment to Charon- the ferrymen who would take the souls
across the river Styx to Hades.
Antigone: the Name
Antigone's name means "Against the Family." "Against" carries both the sense of "close to" and
"opposed to." When Antigone first speaks she is yet without a name but her language stresses closeness.
She addresses her sister with a hyperbole whose overstatement of filial closeness is further enhanced by
her use of the dual number. Beside the singular and plural, Greek has a set of inflections for expressing
pairs, most often, common pairs like two oxen or two eyes. Antigone encloses Ismene with language
that makes them such a natural pair, and Ismene acknowledges this with dual forms of her own.
http://www.stoa.org/diotima/anthology/ant/antnotes.htm
Definition of a Tragic Hero
Aristotle defined the tragic hero as a character that we both pity and fear. The tragic hero is neither
thoroughly good nor thoroughly bad, but a mixture of both. A tragic hero has the potential for greatness
but is doomed to fail. Generally a tragic hero starts off in a high position, enjoying wealth, power, and
good fortune. However, because of a bad decision he/she makes, the tragic hero falls from greatness.
This bad decision is known as the harmatia (“error of judgment”) or more commonly, the tragic flaw.
A common tragic flaw in Greek tragedies was hubris – excessive pride, arrogance, self-confidence. It is
important to note that while the tragic hero is doomed to fall (FATE), he/she does have a choice, and
makes the wrong one, thus making him/her responsible for his/her fate. Ultimately, the tragic hero must
realize his/her mistake, accept his/her punishment, and feel remorseful. The tragic hero moves us to pity
because, since he/she is not an evil person, his/her misfortune seems greater than he/she deserves; but,
he/she moves us to fear because we recognize the potential for similar flaws within ourselves.
Civil Disobedience
Global Literature (Intermediate)
Rode 2007
Henry David Thoreau
“If a civil law conflicts with the natural law or with the eternal law, not only may we violate it – we must
violate it—For civil law, no matter how well crafted, can never be the final authority; there is always a
“higher law” that must be considered and must be obeyed” (Aquinas).
Civil disobedience has been practiced for centuries all over the world. Claiming the obligation to a
“higher law” or a moral code has led many people to break man-made laws that they believe are unjust
or immoral. Some people believe that a person who engages in civil disobedience must be willing to
accept the consequences for breaking the law so that people do not break laws haphazardly, destroying
our system of law and order. Others believe that if the law is truly unjust, a person should not be
punished for breaking it.
Mass civil disobedience first originated largely with Mahatma Gandhi who used the ideals of nonviolence in 1906 to organize the people of India to revolt against the tyranny of the British Empire.
In America, one of the first examples of civil disobedience was the Boston Tea Party. The colonists felt
they were being unfairly taxed by England, so they threw tea into the Boston Harbor. Another famous
example of civil disobedience was when Henry David Thoreau refused to pay his taxes because he
objected to slavery. For this, he was imprisoned. Still, he felt that a government that let slavery exist
should not have authority. People in in the North who defied the Fugitive Slave Act and took in a slave
who was running away from slavery engaged in civil disobedience. During the 1950’s and 1960’s, when
segregation was law, many people engaged in acts of civil disobedience to protest, from Rosa Parks
refusing to go to the back of the bus to the sit-ins and peaceful demonstrations of Martin Luther King Jr.
and other civil right activists. Opponents of the Vietnam War burnt their draft cards, held sit-ins and
blocked traffic.
During the Holocaust, several Christians hid Jews and helped them survive. Although they were
breaking the laws of Nazi Germany, they risked their lives to do what they thought was right.
Many human rights violations around the world occur because people blindly obey the laws of an unjust
government. Courageous people in many different countries have risked their lives to oppose these
governments. “Historically, the most terrible things – war, genocide, and slavery – have resulted not
from disobedience but from obedience” (Howard Zinn).
Loyalty a Factor in Heroism
Sunday November 11, 2007 3:46 PM
By Michael Hill, Associated Press Writer
ALBANY, N.Y. (AP) - An infantryman
charges a pillbox in the face of enemy fire. A
firefighter rushes up the stairwell of a burning
skyscraper as office workers flee. A teacher shields
her student from a schoolyard gunman with her body.
Heroes all. But what personal qualities made
them heroic?
In the movies, heroes are charismatic rebels
played by the likes of Will Smith or Bruce Willis. But
researchers who surveyed decorated World War II
veterans found not all heroes are cut from the same
swashbuckling cloth. Quiet types with a sense of
loyalty and selflessness often have the right stuff, too.
``We often think of the gung-ho, John Wayne
'Sands of Iwo Jima' kind of hero driven to combat,''
said researcher Brian Wansink of Cornell University.
``But there's a whole lot of these heroes that are much
more along the lines of that Captain Miller character
Tom Hanks played in 'Saving Private Ryan' - the
reluctant high school English teacher.''
In a paper to be published in the managementoriented journal The Leadership Quarterly,
researchers asked 526 World War II veterans who
experienced ``heavy and frequent combat'' to evaluate
themselves on qualities such as leadership, loyalty,
spontaneity and selflessness. There were 83 men in
the group who received a medal for meritorious
service or valor - either a Bronze Star, Silver Star,
Distinguished Service Cross or Medal of Honor.
Unsurprisingly, veterans who had been
awarded medals tended to rate themselves higher for
qualities like leadership, adventurousness and
adaptability. Results became more intriguing when
researchers divided medal earners into two groups:
those who enlisted (``eager heroes'') and those who
were drafted (``reluctant heroes''). The reluctant
heroes scored higher than any other group in
selflessness and working well with others.
The study suggests that quiet heroes rely on a
deep sense of duty and esprit de corps as opposed to
derring-do. That sentiment was echoed by several of
the medal-earning veterans interviewed separately for
this story.
To a man, they downplayed any notion of
heroism.
Second (more famous) of the two flags raised on Iwojima, Feb. 23,
1945. Many of the marines pictured above died soon after.
The last of the surviving USMC veteran flag raisers died 2007.
(www.thisnation.com/media/photos/ww2soldiers-1944.jpg)
``You show me a man who says he was brave over
there and I'll show you a liar,'' said draftee and Bronze Star
recipient William O. Carpenter, 84, of Champaign Ill.
``Every one of us was afraid. Even the Germans were
afraid.''
Former paratrooper Charles Murz was shot at more
times than he can recall after dropping behind enemy lines
in Europe and earning two Bronze Stars. Now 83 and living
in East China, Mich., he scoffs at the idea he showed any
particular courage.
``Brave? Well, I don't know about that,'' Murz said.
``I did what I had to do at the time that I did it.''
Wansink said that understanding the range of heroic
qualities can be useful to people who recruit and train
soldiers, firefighters and police. A quietly respectful
student might be able to distinguish herself as much as the
extroverted high school quarterback.
Wansink also said the study underscores the
effectiveness of team building in hazardous jobs, be it
partnering police officers, having firefighters live together
or organizing troops into units.
``A hand grenade falls on the floor and leads you to
do something other than if you didn't know who these guys
were and didn't have a commitment to them,'' he said.
That sort of loyalty effect has been noted before,
famously by the late author Stephen E. Ambrose, who even
named one of his books about World War II combat troops
``Band of Brothers.'' Writing in ``Citizen Soldiers'' of the
men who liberated Europe, he noted: ``What held them
together was not country and flag, but unit cohesion.''
``I did it because it was expected of me,'' said 88year-old Marcel Leschot, of Indianapolis, Ill, a BronzeStar
recipient. ``You never thought of your own preservation.''
(www.guardian.co.uk/worldlatest/story/0,,-7068837,00.html)
Antigone Study Guide
Global Literature (Intermediate)
Rode 2007
Directions:
As we read the play in class, the following questions will not only help you focus, but are
designed to help you gather critical evidence you will need for the final in-class essay on
Antigone. You should answer each question AND when possible, find a relevant quote. Write
the first few words of the relevant quotes with a page number so you can find them easily later.
Characters:
Antigone: protagonist of play, sister to Eteocles, Polyneices, and Ismene
Ismene: sister of Antigone, Eteocles, and Polyneices
Creon:
king of Thebes; Antigone and Ismene’s uncle
Haimon: son of Creon, fiancé of Antigone
Teiresias: blind prophet
Eurydice: wife of Creon
Choragos: leader of the Chorus
Chorus:
voice of the community
Prologue
1. During the conversation with her sister Ismene, what reasons does Antigone give for burying
her brother Polyneices?
2. During the same conversation, what reasons does Ismene give for not assisting Antigone?
Scene 1
3. In Creon’s first speech to the kingdom, he explains why he made the decree he did regarding
Eteocles and Polyneices. What are his reasons?
4. What underlying motives might Creon have for delivering this speech on his first day as king?
5. When the sentry reports that Polyneices has been buried, the Choragos suggests that perhaps
that was the will of the gods. Creon says that the gods would not support this burial? Why?
6. Is Creon’s treatment of the sentry fair? Explain. What picture of Creon as a leader/ruler do
you get from this first scene in its entirety?
Scene 2
7. When Creon confronts Antigone, she immediately admits her guilt and invites her
punishment. During their dialogue, what reasons does she give for what she did? What does she
suggest about public opinion of what she did?
8. As they spar, Creon offers several reasons why Antigone’s actions were wrong. What are
they?
9. Why does Creon include Ismene in the punishment? How does she respond?
Scene 3
10. In his conversation with his son Haimon, Creon further explains why he felt he had to order
Antigone to death. What are his reasons?
11. Haimon, while loyal to his father, tries at first to reason with him. What does Haimon say to
try to persuade his father to retreat from his course of action?
12. Does Haimon agree that Antigone is a criminal? Explain how he arrives at this conclusion?
13. Creon does not change his mind about punishing Antigone but he amends his plan. What
does he intend for her?
14. Creon says, “Whoever is chosen to govern should be obeyed in all things, great and
small,/Just and unjust.” Do you think this philosophy is right/wrong? What are its merits/faults?
Scene 4
15. The chorus represents the voice of the community. What is their opinion of Antigone and
her fate?
16. As Antigone is led away, she is firm in her stance. Why does she think she is right? Is she
absolutely positive? Explain.
Scene 5
17. Why has Teiresias the prophet come to Creon? What is his advice?
18. Why does Creon refuse to heed Teiresias’ advice?
17. What does Teiresias predict for Creon because of his stubbornness?
18. Teiresias says, “The only crime is pride.” What does he mean by this, and how is Creon
guilty of this crime?
19. After Teiresias leaves, Creon is a little unsteady. Why is he no longer sure of himself?
What does the chorus advise him, and what does he do?
Exodos
20. What news does the messenger bring to the chorus and Eurydice, and who does he say is to
blame?
21. At this point, Creon understands his error. He then finds out more news from the messenger
and feels even more at fault. What does he say to indicate his feelings of regret and
responsibility?
22. According to the Choragos, what is the lesson of this tragedy?
Antigone Response I
Global Literature (Intermediate)
Rode 2007
Describe some of the rituals surrounding death in your family, your culture, or religion.
Consider the following and write a well-developed response (at least one page):
•How do you feel about burial? Cremation? What is appropriate in your opinion?
•What, in your community/family/culture/religious sect, is done to the body?
•What type of ceremonies take place? Is there something before the burial/final
memorial? Is there something afterwards? Please describe.
•Do you (or your family/religion) believe in some type of afterlife? Explain.
•Which are important: burial? memorial service? grave marker? Why/why not?
•What would you want done for you when you die?
Antigone Response II
Global Literature (Intermediate)
Rode 2007
Creon accuses Antigone of pride in Scene II. Creon also has pride. Both exhibit pride, but which
is guilty of hubris? One of them? both of them; neither of them? To answer this question,
compare and contrast Creon and Antigone. Make direct references to quotes from the text, and
write a well-developed response.
Antigone Response III
Global Literature (Intermediate)
Rode 2007
1. What is the difference between “Law” and “Ethics”?
2. What is one example of something that is ethical, but not lawful?
3. What is one example of something that is legal, but not ethical?
Antigone Hubris
Global Literature (Intermediate)
Rode 2007
1. What is the dictionary definition of hubris? __________________________________
________________________________________________________________________
2. Write a one paragraph description of a situation that would illustrate hubris in a modern
scenario. (Consider social, political, religious, cultural, racial, global, and interpersonal examples
that might work for this assignment.)
________________________________________________________________________
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3. What does hubris have to do with the odes at the end of scenes i, ii, and iii?
scene i __________________________________________________________________
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scene ii _________________________________________________________________
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scene iii_________________________________________________________________
________________________________________________________________________
4. Choose three characters affected by hubris and explain their situations. One of these situations
should involve a character’s relationship with a god, goddess, or the gods.
Character
Situation
Effect of Hubris on
Character(s)
Effect of Hubris on
the Play’s Outcome
5. Choose three characters from the play’s cast who you see as flawed (other than the flaw of
hubris) and explain the effects of these flaws.
Character
Flaws
Effect of Flaws on
That Character
Effect of Flaws on
the Other Characters
Antigone Essay Outline
Global Literature (Intermediate)
Rode 2007
In a well-developed OUTLINE for an essay, respond to one of the questions below. Develop a
formal (third person) thesis that clearly states your position on the question. As you take notes
for your body paragraphs, include in each:
•
•
•
•
a topic sentence
three appropriate quotes from the text
the Scene number for each quote
a note for each to show how the quote supports the thesis
Essay Question Choices
1) Should Antigone be regarded a criminal or a heroine?
2) Are Creon’s decisions justified? OR Is Creon a good leader?
3) What does Antigone say her primary motive is for breaking the law, and is
that what is really driving her?
4) Is Ismene’s decision to not get involved reasonable?
5) Is there a tragic hero? If so, who?
Suggested Format
You may use this form or you may type up your own version. If you type your own, please
double space.
Thesis Statement: _______________________________________________________________
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Topic Sentence 1: ______________________________________________________________
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First Quote from Scene ___: ______________________________________________________
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Explanation: ___________________________________________________________________
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Second Quote from Scene ___: ____________________________________________________
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Explanation: ___________________________________________________________________
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Third Quote from Scene ___: _____________________________________________________
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Explanation: ___________________________________________________________________
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Topic Sentence 2: ______________________________________________________________
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First Quote from Scene ___: ______________________________________________________
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Explanation: ___________________________________________________________________
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Second Quote from Scene ___: ____________________________________________________
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Explanation: ___________________________________________________________________
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Third Quote from Scene ___: _____________________________________________________
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Explanation: ___________________________________________________________________
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Topic Sentence 3: ______________________________________________________________
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First Quote from Scene ___: ______________________________________________________
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Explanation: ___________________________________________________________________
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Second Quote from Scene ___: ____________________________________________________
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Explanation: ___________________________________________________________________
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Third Quote from Scene ___: _____________________________________________________
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Explanation: ___________________________________________________________________
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Antigone Ode Assignment
Global Literature (Intermediate)
Rode 2007
After you fill out the brainstorming form, write or an ode (poem) to something you love. It must
be about or to an inanimate object, a person, a place, or an abstract idea. Either type or very
neatly/beautifully handwrite your ode. No lined paper. This is something special. Illustrate your
assignment creatively and appropriately. Decorate it with graphics, clippings, sketches… glue
things to it, etc…
Your final product will be worth 10 points, evaluated on the following criteria:
• Thoughtfulness & Writing Skills (5)
• Visual Appearance & Effort (5)
• Optional: read your ode aloud in class for 3 extra credit points
Ode to Diet Coke
by Elyse Yeager
Oh, caffeinated Diet Coke,
I give these great praises to thee!
When I can stay up
Though I'm tired enough
To find humor in late-night TV.
Oh, Coca-Cola
The most mem'rable of
All the things e'er to shoot out my nose
(That fateful day
In chess club)
Though it hurt like goodness knows.
Your taste is truly
Something else
Entirely, oh my friend.
My favorite food,
Though you rot at my teeth
And may give me cancer or bends
Ok, so maybe the
Cooked spring pea
Was just about as memorable.
But this isn't an ode
To cooked spring peas –
Its an ode to Diet Coke.
I write you odes
Though I have but few hours
To finish my style critique
And study for that test
In Euro tomorrow
Over all Chapter the Seventeenth.
The hours trudge on,
But it matters not,
For soon 'twill be early, not late –
But you cannot rest,
My delectable chum,
As we approach your expiration date.
Oh no, I may
Have homework in Deutsch
That you just reminded me of –
How wonderful are you,
Oh Diet Coke,
My ginseng, my Prozac, my love!
So I'll drink of the wine
I'm allowed before
I turn twenty-one in this state.
I just want you to know,
Oh Coke, Diet Coke,
That I think you're real, real great
Your Subject: __________________________________________________________________
A. Three reasons why you chose this object:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
B. Five Sensory Details:
feels like________________________________________________________________
looks like________________________________________________________________
sounds like______________________________________________________________
smells like_______________________________________________________________
tastes like________________________________________________________________
C. Four Metaphors & Similes:
It seems like a ____________________________________________________________
It is as _____________________________________ as a _________________________
It resembles a____________________________________________________________
It is a ___________________________________________________________________
D. Descriptive Words:
Size:
Shape:
Colors:
Textures:
Movement:
E. If it could talk, it would say:
“___________________________________________________________________________________
______________________________________________________________________.”
F. How would this object feel about itself in human terms?
______________________________________________________________________________
______________________________________________________________________________
G. What does this object provide that no one and nothing else can?
______________________________________________________________________________
______________________________________________________________________________
Antigone Vocabulary List
Global Literature (Intermediate)
Rode 2007
1. meddle (192)
________________________________________________
2. auspicious (196) ________________________________________________
3. sentries (198) __________________________________________________
4. pious/piety (201, 224) ___________________________________________
5. anarchist/anarchy (201) __________________________________________
6. hearth (204) ___________________________________________________
7. edict (208) ____________________________________________________
8. insolence ( 209) ________________________________________________
9. brazen (209/228) ________________________________________________
10. reverence (210) ________________________________________________
11. stealthy (212)
________________________________________________
12. diviners (216) __________________________________________________
13. malicious (217) ________________________________________________
14. perverse (222) _________________________________________________
15. absolve (223) __________________________________________________
16. blasphemy (226) _______________________________________________
17. virtue (227) ___________________________________________________
18. vigil (227)) ____________________________________________________
19. lamentation (227) _______________________________________________
20. dirge (227) ____________________________________________________
21. transgress (228) ________________________________________________
22. augury (231) __________________________________________________
23. calamity (231) _________________________________________________
24. defile (232) ____________________________________________________
25. aphorism (233) _________________________________________________