Resistance from Aristotle to Star Wars

CONTENTS OF CURRICULUM UNIT 26.04.01

  1. Unit Guide
  1. Introduction
  2. Teaching Situation & Rationale
  3. Unit Content
  4. Power, Authority, And Legitimacy
  5. Tyranny As Political And Personal Disorder
  6. Law, Conscience, And The Limits Of Obedience
  7.  emergency, Power, And Restraint
  8. Empire, Language, And Silence
  9. Systems, Land, And Collective Resistance
  10. Humiliation And The Moral Complexity Of Resistance
  11. Abolition, Revolution And Moral Voice
  12. The Student Text: Wings Of Fire: The Dragonet Prophecy
  13. Letter Writing As A Form Of Resistance
  14. Teaching Strategies
  15. Classroom Activities/application And Final Product
  16. Suggested Five-week Sequence
  17. Appendix: Implementing Grade 5 English Language Arts Standards
  18. Bibliography 
  19. Endnotes

Voices of Resistance: Letters from the Dragon World

Julian Lopez Carmona

Published September 2026

Tools for this Unit:

Law, Conscience, And The Limits Of Obedience

Sophocles’ Antigone provides a model for thinking about conflict between law and conscience. Creon treats obedience to the ruler as necessary for civic order, while Antigone believes his command violates sacred and familial obligations that are higher than his law.[20] When Haemon argues that no city belongs to one man, the play challenges the idea that political authority makes the community the ruler’s private possession. The play is useful because it does not present resistance as painless. Antigone accepts severe consequences, and Creon’s refusal to listen eventually damages his family and city. The text helps students ask whether a law can be legal and still unjust.

Short excerpt for students: “No city belongs to one man.” This line from Antigone can be used as a short discussion anchor because it is accessible and powerful. Students can paraphrase it as: A community does not belong to only the ruler. Then they can apply the idea to a classroom, a school, or Pyrrhia (In Wings of Fire).

Student-facing language: Conscience is the part of a person that helps them think about right and wrong. Resistance based on conscience is not the same as doing whatever one wants. It requires reasoned judgment about harm, duty, and justice. A conscientious act requires reasoned judgement about harm, duty, and justice. Students will use a “Claim-Reason-Consequence" organizer: What does the character believe is wrong? What evidence supports the belief? What action does the character take? Who may be helped or harmed? This structure prevents “resistance” from becoming a synonym for impulsive refusal.

Connection to the novel: Students can compare Antigone’s refusal with the dragonets’ decision to challenge the expectations placed on them. When one of the dragonets is threatened or treated as disposable, students can ask: Is obedience still loyalty, or does loyalty require resistance?

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