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VOCABULARY FROM ANTIGONE
Prologue
Episode
II
Episode V
calamity
magnitude
omen
prerogative
imprecation
carrion
meddle
libation
bandy
denounce
obstinate
Exodos
Parados
transgress
swoon
sate
dire
discretion
arrogant
renown
ominous
impious
reconcile
rampart
lurk
frenzy
subverter
tempestuous
taunt
Episode
I
Choral Ode II
edict
insolence
rally
illusion
scorn
Episode III
lament
enmity
mangle
vindicate
requite
prudently
connive
censure
lure
intimidate
verdict
prosperity
despondent
Choral Ode IV
barricade
havoc
appalled
awry
contrive
Episode IV
prevail
verge
devastate
Choral Ode V
vile
quell
suffice
spurn
ply
constraint
Choral Ode II
tempest
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Structure
of the Greek Theater
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Reading
Guide Questions for Antigone
As you begin
this assignment, please be aware that you must ALWAYS be able to support
your ideas with evidence from the text.
The Prologue
- What
does Antigone want Ismene to do?
- What
is Ismene’s response?
- What
are your first impressions of Antigone and Ismene?
Be specific and be able to support your ideas with references to the
text.
- What
are the dominant personality traits of each?
- Which
sister is the stronger? Support your opinion with specific references to the
text.
- Now,
look at the other sister and present an argument that she is the
stronger—again, support your opinion
Critical thinking questions:
- What
point is Sophocles trying to make with this opening scene?
- Draw
a conclusion from looking at your responses to questions 5 & 6.
The Parados (First
Ode)
- What
events of the previous day is the chorus relating?
- Throughout
the play the chorus will state moral lessons about things that please the
gods and things that offend the gods. Find a line that states a moral
lesson. (n.b. You will want to keep a running list of these as you read the
play.)
- What
is the mood of the chorus as they begin this new day?
Challenge Question:
- Find
a line that suggests that the chorus does not hold Polyneices fully
responsible for his actions.
Episode I
- Read
Creon’s lines 160-190 carefully. List the points in order that he makes in
his first speech to the town elders.
- What
is his edict?
- Why
do you think he makes all of those “points” before he delivers
his edict?
- What
is the reaction of the chorus leader to the edict?
- What
news does the guard bring?
- Describe
the personality of the guard.
- How
does the chorus leader react to the guard’s news? Draw a conclusion about
the chorus leader.
- How
does Creon react to both the news of the guard and the response of the
chorus leader? Draw a conclusion about Creon.
- What
does Creon accuse the guard of? What is his evidence?
- What
does Creon accuse the townspeople of? What is his evidence?
Critical thinking questions:
- Draw
some conclusions about Creon.
- What
examples of irony do you find in this scene?
- Find
a line that might serve as a foreshadowing of events to come.
- What
lines strike you as being important/significant? Why?
Second Ode
- List
in order the things that make Man wonderful.
- What
one thing “limits” his power?
- What
moral lesson is stated by the chorus?
- To
which character(s) does this moral lesson apply?
Episode II
- Why
has the guard returned?
- What
does he relate to Creon about Antigone and the body?
- What
is Antigone’s tone with Creon? Draw a conclusion about Antigone.
- Read
lines 439-512 carefully. What logical points do Antigone and Creon make in
their argument?
- Bottom
line—What angers Creon the most about what Antigone has done?
Draw a conclusion about Creon.
- What
does Creon accuse Ismene of? What is his evidence?
- What
does Ismene confess to?
- What
is Antigone’s reaction?
- How
does Antigone treat her sister in this scene? Draw a conclusion about
Antigone.
- Draw
a conclusion about Ismene from this scene.
Critical thinking questions:
- Go
back and look at your response to question #4. What point do you think
Sophocles is trying to make by developing the argument in this way?
- Go
back and look at you impression of Ismeme in the Prologue. Have your views
changed?
- Sophocles
gives Ismene only 2 scenes in this play. What points is he trying to make
through her character?
- What
do you think is the tragic flaw of Antigone?
- What
do you think is the tragic flaw of Creon?
Third Ode
- In
this ode, the chorus presents both a moral lesson and an observation on
life—a “fact of life.” What are they?
Episode III
- In
the beginning of the scene, Creon asks Haemon, “Are you my loyal son,
whatever I may do?” (line 619). Look very carefully at Haemon’s response
(lines 635-638). How is he really answering the question? Draw a
conclusion about Haemon.
- What
logical points does Creon make in lines 639-689?
- What
is the reaction of the chorus leader?
-
Examine Haemon’s first speech (lines 683-722).
- What
“psychological strategies” does he use in speaking with his father?
What has he said? Not said?
- Find
examples of how Haemon gives Creon an “out”—a way to change his mind
and still “save face.”
- What
two analogies does Haemon use to show the dangers of being stubborn?
- What
is the chorus leader’s reaction to Haemon’s points?
- What
is Creon’s response to the chorus leader? Draw a conclusion about Creon.
- What
does Haemon threaten to do if Creon kills Antigone?
- How
does Creon respond? Draw a conclusion.
- Creon
has changes the method of execution. What would his reasons be for his
change? Draw a conclusion about Creon.
Critical thinking questions:
- Compare
Creon’s argument with Antigone in Episode II and his argument with Haemon
in this scene. Draw a conclusion about Creon’s level of logic in both
arguments.
Fourth Ode
- What
points does the chorus make about the power of love?
- To
which character(s) do these observations apply?
Commos
- What
is Antigone most concerned about as she faces death?
- What
is the chorus leader’s response?
- How
does Antigone react?
- What
does the chorus leader say is Antigone’s tragic flaw?
Episode IV
- What
reason does Antigone now give for why she buried Polyneices?
- Read
lines 920-928—carefully. What is Antigone saying? What is her tone?
- Read
lines 928-932 carefully. Paraphrase these lines.
Critical thinking questions:
- Do
you think that Antigone really believed that she would be put to death for
what she did? Support your opinion.
- Put
yourself in Antigone’s place. What would you think might happen if Creon
sentenced you to death? What might you expect to have happen?
Fifth Ode
- The
chorus mentions another force against which man is powerless. What is it?
This is the third “force” that the chorus has mentioned in the play.
What are the other two?
Episode V
- Why
has Teiresias come to see Creon?
- What
specific evidence does he offer to prove that the gods are angry with Creon?
- How
does Creon respond?
- What
does he accuse Teiresias of?
- What
is Teiresias’ prophecy?
- Read
lines 1091-1102 carefully. Draw a conclusion about Creon based on his
statements to the chorus leader.
Critical thinking questions:
- What
is the significance of the fact that Teiresias is a blind prophet?
- Compare
and contrast episodes III and V. What points do you think Sophocles is
trying to make by putting Haemon and Teiresias in the play?
Sixth Ode
- To
which god is the chorus praying?
- What
is the tone or mood of the choruss?
Exodos
- What
news does the messenger bring?
- Who
hears the news?
- What
is the result?
- Highlight
the lines in the text in which Creon recognizes his flaw and repents.
- In
his grief Creon prays for death. What is the chorus leader’s response?
- Read
lines 1348-1352 carefully. Paraphrase these lines.
Critical thinking question:
- Why
do you think Antigone committed suicide? Draw a conclusion about her
character.
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COMPARE AND CONTRAST
WORKSHEET
ANTIGONE/ISMENE |
ANTIGONE/ISMENE |
SIMILARITIES
(give supportive evidence) |
DIFFERENCES
(give supportive evidence) |
|
|
CONCLUSION--What point is Sophocles trying to make?
|
COMPARE AND CONTRAST
ANTIGONE/CREON |
ANTIGONE/CREON |
SIMILARITIES
(give supportive evidence) |
DIFFERENCES
(give supportive evidence) |
|
|
CONCLUSION--What point is Sophocles trying to make?
|
COMPARE AND CONTRAST
HAEMON/TEIRESIAS |
HAEMON/TEIRESIAS |
SIMILARITIES
(give supportive evidence) |
DIFFERENCES
(give supportive evidence) |
|
|
CONCLUSION--What point is Sophocles trying to make?
|
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