1. Topic-
Antigone Theme of Standing Up for Beliefs
2. Content-
Martin Luther King
Nelson Mandella
Nonviolent Protest
Civil Rights
Religious Convictions
3. Goals: Aims/Outcomes-
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.
4. Objectives-
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.
5. Materials and Aids-
Video Clips of Figures
6. Procedures/Methods-

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.

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.

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.

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.

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.

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.

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.

This Lesson Plan is available at (www.teacherjet.com)