JR#7 - World War Two & The Bomb

After viewing the first three episodes of Oliver Stone's The Untold History of the United States, I'm curious to know what your thoughts and feelings are about the following... Please respond in short-answer format of at least three sentences or more per prompt. This journal will be due by Thursday, 12/20/18.

1. Analyse Stone's ethos. How does he build his credibility within the documentary? Where does he fall short in establishing trustworthiness as an orator and as a historian? You may wish to recall the opening soliloquy which he provided his audience as a springboard to your reply to this first prompt.

2. Identify and describe the most shocking thing or series of things which you gleaned from watching this compelling, and even frightening, retelling of European, Asian, and certainly American history.

3. Why is it, in your informed opinion, that so much of the "truth" of World War Two has been lost to history here in the West? Recall that those nations in the East, namely Russia, arguably are the reason that Germany's and Japan's military machines were finally stopped. Why then, does the United States teach its citizens falsehoods about the Russian's saving involvement and terrible sacrifice during the war? What purpose does this omission of the historical facts serve within our society? How have these ideas made themselves manifest elsewhere in the world and in what way(s)?

4. Give an honest, open-minded, and heartfelt response to witnessing images of the Trinity atomic bomb test at Alamogordo, New Mexico. Taking this one step further... what were your emotive responses to see actual footage of the bombs dropped on Hiroshima and Nagasaki?

5. Do you feel that America, or certain Americans, should be responsible for the "war crimes" committed during World War II. Who? How should these individuals be punished? What reparations need be made?

RP#2 - Writing Workshops and Due Date

Dear All,

Just as a reminder, this week we will be using class time to compose our second response papers. So, be sure to bring your computers to class! Furthermore, please refer to and utilize your developed theses and outlines to complete your paper in the coming days. I would like for the finished draft to be shared via Google Docs and ready for an in-class, electronic peer edit by this Friday, November 30th. The final printed version is due Monday, December 3rd.

As a reminder, please follow proper heading and MLA formatting standards when composing your work and when citing sources. As this paper calls for the use of secondary sources, a Works Cited page is required. See the Purdue OWL for assistance with proper citation in-text and within a Works Cited page. Lastly, please share your paper with me via Google Docs.

Again, the draft is due F 11/30 and the final is due M 12/3! Please be sure to email me with a print request before either is due so that I can have it prepared for class.

Let me know if you have any questions.

Sincerely,
s.

RP#2 - Paul's Precarious Predicament

Dear All,

As we are to begin our second response paper today and certainly by the time we return from Thanksgiving Break, I would like for you to compose a brief outline for this second paper before beginning to engage the writing fully.

Please follow these guidelines as you build out your thesis, outline, and the like...

1. Select and choose at least two textual examples, i.e. passage excerpts of length preferably, in which our narrator Paul had suffered a traumatic experience, in your informed opinion of course...
• Analyze these events, highlighting the key language employed by the narrator to describe his external and, most importantly, his internal setting of tumultuous emotions. Can you explain how his physical stressors contribute to and only further his emotional stress? Can you detail how the opposite is true as well?
• Once having selected your passages, note that they can be either lived experiences, reactionary events, or even incidents from his past. I would highly recommend that you choose two passages which span the length of the novel... in other words, avoid using solely one chapter to build your argument. Tracing the development of his trauma will only help bolster a deeper analysis of your argument whilst proving the atrocious nature of trauma caused by war.
• Lastly, in each of your first two body paragraphs, use secondary source material that will help prove that these events are indeed indicative, symptomatic, and evident of the trauma soldiers, especially those who fought in WWI, underwent... and in many cases still endure to this day.
2. Analyze Paul's various coping mechanisms, both physical and psychological... they are various and dynamic. Compare and contrast his methods to those of his comrades and/or to the Russian POWs.
• Here, include a mention of how Paul "looks toward to the future" after the war... That is, what are his promises to himself as a means of accepting, overcoming, or even regressing into his various states of trauma and emotional turmoil.
3. In the conclusion, be sure to tie-in, connect, and link, at least one character example from either Robinson's "Twelve Days" or Vonnegut's "Great Day" as a means of showing additional PTSD and the "healthy" or "unhealthy" methods of coping which your selected secondary character employs in their internal battle with themselves.

Here are some secondary sources which you may find beneficial to your paper...

- https://www.va.gov/opa/pressrel/pressrelease.cfm?id=2951

- https://www.mentalhealth.va.gov/mentalhealth/suicide_prevention/data.asp

- https://www.nytimes.com/2016/07/08/us/suicide-rate-among-veterans-has-risen-sharply-since-2001.html

- http://dk-media.s3.amazonaws.com/AA/AT/gambillingonjustice-com/downloads/285078/Article_1_-_By_MAJ_Tiffany_M._Chapman.pdf

- https://link.springer.com/article/10.1007/s11065-012-9188-z

JR#6 - Life and Death in the Trenches

Having read up to and including Ch.5 in All Along the Western Front, please answer the following discussion questions mini-paragraphs of 3-5 sentences each...

1. Knowing all too well Kat's complex, round character via the narrator's descriptions of him and his actions in the novel... Consider why Kat declares, "we are losing the war because we can salute too well" (Remarque 40).  Explain the meaning of his words. Are they satirical or just a poor joke? Use evidence from elsewhere in the text to help support your answer.

2. After the narrator and his comrades ambush Himmelstoss, what does Haie Westhus mean when he comments, "Revenge is black-pudding" (Remarque 49)? Identify the literary device employed here, and analyze its meaning in context within the novel by tying together the major themes and motifs which we've gleaned during our reading and discussions in class.


In an ACE'd paragraph please answer the following prompt:

3. A certain matter-of-fact quality pervades the descriptions of the wounds inflicted and received by soldiers; the face-to-face attacks with rifle butts, spades, and grenades; the sounds, smells, and colors of death and dying in this book. How do the soldiers regard mortality and death in such an indifferent manner? Why must the soldiers regard war and death in such an indifferent manner? Point out dialogue and events that lead you to believe that Paul, our narrator, and his fellow soldiers are not as nonchalant as they sometimes sound. (cf. Chapters Two and Four for some excellent examples from which you can draw upon on for your argument.) Be sure to have a clear topic sentence which states your claim, against using the novel's themes and motifs as your final connection and link after your provide at least two pieces of evidence. 

JR#5 - The World at War

No doubt that many of you have prior knowledge and historical understanding of the World Wars, yet I'm curious to know the extent to which this knowledge and understanding exist and to see if any personal connection exists... Answer the following questions in your composition notebook in order to allow for an engaging introduction to our next unit of the course! You can transfer your responses to the blog later tonight.

1. Given your historical background in and study of the World Wars, turn your focus to the Great War or World War I. What were some of the factors which led to the ultimate conflict of WWI? Try and be as detailed and as descriptive as possible. 
2. Do you or does any of your family have a personal history with the Great War? Offer a brief narrative here...
3. What are some of your expectations for this unit? What might be some of the questions that you feel will arise?

Text Purchase!

So that we can complete the reading schedule for the next unit, please purchase a massmarket copy of All Along the Western Front, written by Erich Maria Remarque and translated by A.W. Wheen (ISBN: 9780449213940). The chosen edition of this novel is quite affordable, only $6.99!

While I have provided the link for an e-copy of this text via the "Schedule..." page, I would nevertheless prefer for us to utilize a hardcopy of the novel for our in-class analysis and discussion. Your annotations within this fictionalized, yet autobiographical, account will be vital to this end!

This text should be purchased by this Friday, October 19th and in hand when you come to class at the end of the week. If there are issues which prevent the timely procurement of this text, please speak with me privately as soon as possible.

Thank you!
s.

JR#4 - Speak Infallibly on Dogma

To bring finality to our viewing of Kevin Smith's Dogma, I'm curious to know what you thought of the film, its portrayal of religion and faith, as well as its presentation of the major themes which have appeared thus far in the course. Namely free will, fairness, and aspiring to godhead.

Also, as one who enjoys film, because if I can assume correctly that's why we're here, after all, can you bringing a critical eye to this film's presentation on the tele?

To simplify, what are some of the pros and cons of the film? Did you find anything particularly jarring or dissatisfactory about the movie? Pour your soul into this response, and you'll be eternally rewarded!

RP#1 - Milton Response

As a means of seeding ideas for your first response paper, please reply with at least three potential theses which may become your central argument.

The class notes page has been added for your reference, so please feel free to source ideas from our class discussions.

Further guidelines for this first response paper are as follows:

1. two-to-three pages in length
2. double-spaced type
3. one-inch margins
4. Times New Roman, 11-12pt. font
5. stong central thesis statement, with at least two supporting main points 
6. clear reference and quotation from Milton's text to support each main point; however, external sources may be utilized to offer further support to your points
7. MLA formatted citations and accompanying works cited "page" for Milton and any other source which you employ 
8. a conclusion, which offers a larger connection to any of the central themes of the course thus far discussed... also, here you may include a short analysis of the film Dogma in conjunction to your thesis, should it present itself fruitful to your paper

Thank you all so much for such a lively discussion of Milton! I do hope that you enjoyed reading a selection of his text.

Sincerely,
s.

JR#3 - The Birth of Evil, Sin, Death, and Pain...

Plate 24 from Gustave Doré's illustrations of Paradise Lost, depicting Satan beaten back and fallen after sustaining a severe blow from the Archangel Michael's sword which "in half cut sheer [...] / All his right side" (VI.325, 327). This is the first instance in which a being of God's creation felt hurt, suffering, and "pain [that] writh'd him to and fro" (VI.327-328).

This moment is vastly significant for a number of reasons... For this journal entry, please detail your reaction to the utter chaos, din, and hullaballoo which erupts in Heaven during Satan's rebellion. As we have now read the first 800 or so lines of Book VI, you are well suited to comment upon the futile nature of the battle itself and the utter folly of Satan's attempts to usurp God's Throne. 

Lastly, consider and comment upon the following words of the epic poem's speaker, who is Milton indeed... Here you may certainly tie any of the course and textual themes which we have discussed throughout the class!

I Might relate of thousands, and thir names
Eternize here on Earth; but those elect 
Angels contented with thir fame in Heav'n
Seek not the praise of men: the other sort
In might though wonderous and in Acts of Warr,
Nor of Renown less eager, yet by doome
Canceld from Heav'n and sacred memorie,
Nameless in dark oblivion let them dwell.
(Milton VI.373-380)

JR#2: Satan, Arbiter of Hakim Bey's TAZ

Plate 8 from Gustave Doré's illustrations of Paradise Lost, depicting Satan "with thoughts inflam’d of highest design" (II.630) races with "swift wings [...] toward the Gates of Hell" (II.631). Whereupon reaching them, he encounters sitting "On either side a formidable shape" (II.649).

The final lines from Book II of Milton's Paradise Lost offer readers insight into a legendary, and perhaps unexpected, encounter between Satan and his two children... Sin and Death. Offer a brief response and analysis to this text using the selections from Hakim Bey's The Temporary Autonomous Zone. How does Satan's plan align with Bey's assertion that "the TAZ is in some sense a tactic of disappearance"? (17). What conditions existed in the universe which God created which allowed for the "psychological liberation" (cf. Bey 20) of the fallen angels?

JR#1: Paradise Lost, Book 2

Plate 6 from Gustave Doré's illustrations of Paradise Lost, depicting Satan "High on a Throne of Royal State" (l.1) as he calls upon his legions of fallen angels to debate whether to engage Heaven in "open war or covert guile" (l.41). 

Now that we've engaged an epic telling of the fallout from the "first war" in recorded history, we can begin to identify some of the major themes which will dominate this capstone course. Using Book II of Milton's Paradise Lost, and the following list, compose a journal entry (as a comment below) which discusses how one of these themes is made prevalent within Milton's text and the impact it has on your understanding of the narrative thus far. Lastly, answer if, in your textually-informed opinion, Satan's revenge is justified? (cf. the etymology of the word "satan" for further insight)

• Just War v. Revenge
• Revolution v. Rebellion
• Free Will and Autonomy
• Pride v. Selflessness 
• Power of Oratory 
• The (War) Hero or General
• Democracy v. Monarchy

Introduction: How to Join and Contribute

As a member of Mr. D'Amato's Senior Capstone: Gunpowder & Pandemonium it is your responsibility to join this e-journal blog and, crucially, to participate throughout the first two trimesters. You will do this in three ways: (1) by submitting your journal entries as comments to posts in a paragraph of at least 250 words, (2) by following the prompt's directions, and (3) by turning-in these assignments before the class period in which they are due.

Importantly, this site will also serve as a message board from me to you and you to me. I will most likely have to pass on important information regarding class meeting times, assignment deadlines, changes in the syllabus, etc. throughout the term. Therefore, be sure to check this site frequently, especially on days before and after we meet for class, to be sure you are current with the goings-on of the course.


Okay, so what's next?
Below I am going to detail how to join this blog and how to contribute. If you are unfamiliar with using blogs have no fear, Blogger is quite user-friendly and you should catch on quick. Remember, you can always email me with questions and you should email me immediately if you are having trouble with the site. For those who are quite internet savvy, you may wish to glance in brief, however, to see how things will specifically function on this site.


How to Join & Email Requirements
Immediately email me at my fancy blogger email prof.damato@gmail.com from the email address which you are associating with this class. In your email simply include in the body "Hi Mr.D! This is ___(name)____. Please add me to our Senior Capstone Blog." I will then invite you to join our private online forum!

It's required you associate an email address (one that is a Google account preferably) that is active and checked daily. While this may be a personal email account, it should also serve as an academic account. You will find as you progress in your academic and professional lives that you will need to separate your personal life from your work life. To this end, having a separate email account which is entirely devoted to academics and professional matters has myriad benefits.

A quick note on the format of your academic email... While I'm sure your Fortnite handle of Destroyer_of_Worlds718 is super cool, or your Snapchat nickname FoodieGurrlSuga matches your passion for snapping pics of food... your teacher or professor is not going to easily link that handle to your person. Therefore, make your academic email clearly identify your name. So, barackobama@gmail.com, or goldman.matt@gmail.com, or j.winter83@gmail.com are all effective email addresses.

If you need a Google account, they're free to create and obtain. Simply follow this link to create a new Gmail account. Remember, if you already use Gmail, you can use your existing account log-in information without having to create anything new.

Once you have emailed me, you'll then receive a link allowing you to gain authorial access. Follow the link and you'll have the opportunity to use your Google username and password and officially join Blogger and the Capstone's e-journal.

From now on you'll use the username and password you select or create to log into this blog before you add a comment or a post. So write it down or email it to yourself so you do not forget this information!


How to Comment and Post
First, you must log in.

To comment to any post click on the post's title or on the "## comment" link at the bottom of the post. You can also click on the post's title found under the archived posts on the right side of the site. At the bottom of the post you'll find an editable text box. Remember to write at least 250 words! You can offer something in response to the main post thread, or you can reply to a comment written by another student. If the debate gets intense enough then you, or I for that matter, may decide to move the discussion into a new thread (i.e., post) all its own.

To post a new topic or thread once logged in, go to the top of the site and at the right of your email address/username on the navbar you'll see a link titled "new post". This is your ticket. Once you've arrived at the post-editing screen you'll notice it's a bit more complicated than the comment box; yet, think of it like a word document screen and you'll catch on quickly.


More Editing and a Vital Disclaimer
If you happen to know HTML and/or JavaScript you can use these to edit your posts to a greater degree---adding images, video, links, and more.

If you should desire to add media to a post, keep in mind that inappropriate material and language will be subject to immediate removal. Depending on the level and degree of inappropriateness, the student faces disciplinary action such as receiving a zero on the assignment (minimum) or being reported to the Dean of Student Affairs (maximum). Please see the Division of Student Affairs website for information concerning such disciplinary processes.


In Closing...
Be sure to bookmark this site on your personal computer so that you can check the blog frequently. As I recommended above, nearly once a day you should be visiting our e-journal. While you are required to only submit one writing per e-journal assignment, you may write as much at you wish on this blog. Contributing more with extra effort certainly weighs positively on your overall class participation!

Remember, the point of this blog is not only for me to impart important class announcement nor for you to just submit a weekly journal entry; rather, it serves as a birthplace for written ideas. The things discussed and argued here will undoubtedly come up in class, and should, so feel free to reference the blog's content while we are in the classroom. Paper topics and cites of argumentation will also present themselves here. This is a vital component and goal of this site: for as we test and share ideas with one another, we further understanding of specific subject matter, thereby developing and deepening our ability to discuss the course's texts and topics to a greater degree.

I hope to get an email from you as soon as possible so that you can join your classroom e-community by contributing commentary and content to what is now your Senior Capstone course blog!