1. Topic-
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| Antigone Theme of Standing Up for Beliefs |
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2. Content-
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Gandhi
Martin Luther King
Nelson Mandella
Nonviolent Protest
Civil Rights
Segregation
Religious Convictions
Apartheid |
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3. Goals: Aims/Outcomes-
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Students will know about the universal themes in Antigone.
Students will know about historical figures who protested against
society.
Students will learn about standing up for beliefs. |
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4. Objectives-
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1.Students will analyze actions taken by historical figures.
2.Students will compare Antigone with historical figures.
3.Students will and contrast Antigone with historical figure. |
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5. Materials and Aids-
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Computer
Video Clips of Figures
Handouts |
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6. Procedures/Methods-
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A. Introduction-
1.Type I on a time they stood up for what they believed in when
it was hard.
2.Type I and Below the Line Discussion in groups of three to four
on anything they know about Gandhi, Martin Luther King Jr. and Nelson
Mandela.
3 Sharing of images on these three people and students writing a type
II describing the images they have seen. |
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B. Development-
1.Explanation of comparison/contrast chart using Creon as an example
and comparing him with Hitler. (Teacher will give a few examples.)
2.Students will work in small groups of three or four to come up with
as many similarities and differences as they are able.
3.Teacher will call on select group members using numbers. |
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C. Practice-
1.Students will be assigned a person and complete the chart as a
group on an assigned person
2.Students will work in a jigsaw fashion in an assigned mixed group
and share their information.
3.Students will be called on in mixed groups and share answers and
add to their answers. |
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D. Independent Practice-
1.Students will write Type Is
and get feedback in journals.
2.Students will write Type III comparing and contrasting Antigone
to one of the historical figures.
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E. Accommodations (Differentiated Instruction)-
1.Students will be assisted
and paired with partners if needed.
2.Students will receive extra time if necessary on papers.
3.Students use a variety of multiple intelligences including visual,
verbal, intrapersonal,and interpersonal. |
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F. Checking for understanding-
1.Students will evaluate their initial jigsaw group contributions
as well as their own contributions.
2.Students will answer questions when called on and when sharing with
groups.
3.Students will have both their worksheets and Type IIIs evaluated.
4.Students will read aloud and evaluate their type III comparison/contrast
papers using the charts completed. |
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G. Closure-
Besides discussing the similarities and differences, a few papers
will be chosen and shared.
A Type I journal entry will ask the students to describe an issue
in school that they think needs to change and what they could do to
make a difference. |
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