Second lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
This is the film link
https://www.youtube.com/watch?v=nGQaAddwjxg
This is a critical analysis of the film Birth of a Nation; the analysis must answer the following questions:
What was the film about?
What do you think was the director’s main goal in making this film?
How does it help us to understand the history of racism in the U.S. at that time and today?
What problems do you see with the film especially the ways in which the film portrays African-Americans and the Ku Klux Klan?
Crucial: your critique must be analytical, critical, and not only descriptive.
Grading of the Critique:
The review will be graded according to the quality of content, composition, and critical analysis. I will examine whether you have addressed the assignment, answering the four questions posed above.
The finished review must be in typewritten form, (5 pages) double spaced, the typed size must be 12 pt. Times New Roman font is required. Bold lettering is not acceptable. A cover page is required. It must include the title, your name, the date, and the name of the course. You do not need to use other sources for your critique but you may use them. If you use other sources aside from the film, you must include a bibliography. All sources must be cited according to the Turabian Style Manual. Outside sources not allowed.
To what extent does the historical film and literature realistically depict g...Megan Kedzlie
A historical investigation that analyzes the extent to which film and literature realistically depicted the warfare that the US Troops experienced under General Westermoreland's "Search and Destroy" tactics.
Lecture 04 - Myra, Tanis, Mr. Katamoto (11 April 2012)Patrick Mooney
Fourth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Slideshow for the twenty-first lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the twenty-second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
This is the film link
https://www.youtube.com/watch?v=nGQaAddwjxg
This is a critical analysis of the film Birth of a Nation; the analysis must answer the following questions:
What was the film about?
What do you think was the director’s main goal in making this film?
How does it help us to understand the history of racism in the U.S. at that time and today?
What problems do you see with the film especially the ways in which the film portrays African-Americans and the Ku Klux Klan?
Crucial: your critique must be analytical, critical, and not only descriptive.
Grading of the Critique:
The review will be graded according to the quality of content, composition, and critical analysis. I will examine whether you have addressed the assignment, answering the four questions posed above.
The finished review must be in typewritten form, (5 pages) double spaced, the typed size must be 12 pt. Times New Roman font is required. Bold lettering is not acceptable. A cover page is required. It must include the title, your name, the date, and the name of the course. You do not need to use other sources for your critique but you may use them. If you use other sources aside from the film, you must include a bibliography. All sources must be cited according to the Turabian Style Manual. Outside sources not allowed.
To what extent does the historical film and literature realistically depict g...Megan Kedzlie
A historical investigation that analyzes the extent to which film and literature realistically depicted the warfare that the US Troops experienced under General Westermoreland's "Search and Destroy" tactics.
Lecture 04 - Myra, Tanis, Mr. Katamoto (11 April 2012)Patrick Mooney
Fourth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Slideshow for the twenty-first lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the twenty-second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 08 - Difference, Loneliness, Separation (25 April 2012)Patrick Mooney
Eighth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 03 - Learning to See in Lindy's AmericaPatrick Mooney
Second lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Slideshow for the fifth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 03: A Gentle Introduction to TheoryPatrick Mooney
Slideshow for the third lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
The presentation gives a panoramic view of the evolution of the concept and practice of sovereignty. It shows how the subject of sovereignty evolved from physical body to body as territory. It examines the works of Weber, Derrida, Foucault, Carl Schmitt and Giorgio Agamben.
Fourth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 07 - Purity, Deviation, and JudgmentPatrick Mooney
Seventh lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Slideshow for the eighteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Seventeenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 15 - "It will go fast, now": Time and Place in 'salem's Lot (21 May 2...Patrick Mooney
Fifteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Zealot Files - Rosenthal Interview on the Zionist ConspiracyZurich Files
Zealot Files - Rosenthal Interview on the Zionist Conspiracy --/-- The Hidden Tyranny, and the methods and deceptions used to keep us in permanent bondage and ignorance.
ST LOUIS EVENT U.S. Department of State Washington D.C.Pascale REARTE
Commemoration MS St. Louis
Washington, DC
September 21, 2012
Special Envoy to Monitor and Combat Anti-Semitism Hannah Rosenthal and Special Envoy for Holocaust Issues Douglas Davidson will honor surviving passengers of the MS St. Louis on Monday, September 24, at 11 a.m. in the George C. Marshall Conference Center Auditorium at the U.S. Department of State.
Deputy Secretary of State William Burns will deliver remarks. Survivors of the St. Louis will attend this event and will present to the Department of State Archives a signed copy of Senate Resolution 111, which recognized June 6, 2009 as the 70th anniversary of when the MS St. Louis returned to Europe after its passengers were refused admittance to the United States. They will also present a “Proclamation of Gratitude” to the Ambassadors of Belgium, Britain, France, and the Netherlands. A special theatrical presentation, The Trial of FDR, will be performed, allowing the audience to reflect on the difficult decisions leaders faced at the time. Following the presentation, a panel of survivors will answer questions about their experiences.
The German steamer MS St. Louis set sail in 1939 carrying 937 German Jewish refugees bound for Cuba. They were denied entry to Cuba, as well as to the United States and Canada. Forced to return to Europe, nearly one third of the passengers ultimately died in Auschwitz.
The remarks will be open to the press.
Final access time for press: 10:15 a.m. from the 21st Street entrance.
Media representatives may attend this event upon presentation of one of the following:
(1) A U.S. Government-issued identification card (Department of State, White House, Congress, Department of Defense, or Foreign Press Center),
Slide 4 WestCal Political Science 5 Western Political Thought 2016WestCal Academy
Political Science 5 - Western Political Thought provides an overall perspective of major political movements of history from the rising of Egyptian, Greek and Roman Empires to Fascism and Communism as seen by great political thinkers from Plato, Aristotle, and St. Augustine, Machiavelli, Marx, and Lenin. Students will analyze the most important ideas and theories that have been developed from the time of the ancient Greeks to the present day. Students will learn that the American Founding Fathers designed a viable representative government by first dedicating themselves to careful study of the political philosophy of Europeans, with particular attention given to British political thinkers from the 16th and 17th century. The founding fathers focused primarily on the natural rights of man, which in turn varied according to the individual philosopher studied. Over the course of their study, the founding fathers openly discussed their opinions with one another so as to properly bring forth differing views in order to prudently construct a government that would protect individual liberty, as well as determine what was required of government to protect civil liberties. The class is taught from the perspective of industry professionals with knowledge of how classical and modern political continues to influence American government. Students will learn of multiple career options relating to the field of political science.
CFR / Shadow Government, Ruthless / Global Governance & slavery Hub, UN Handler Robert Powell
What the Families of the Council on Foreign Relation have done to facilitate ruthless Global Ownership - step by step. From the family European Wars, to the intervention into a "shadow" Government, manipulating people, agencies. Atheistic, ruthless, intent on Global Governance, regardless of Constitutional or legal interference. Created the United Nations Charter to benefit themselves.
The members created the 1909 Depression, Hired Woodrow Wilson, created the Federal Reserve, funded the Russian Revolution ( 22 million ) Sent Elite students to the Lenin Institute to gain degrees in "Psychopolitics" or manipulation of the masses through mental health. Set up Wilson for WW1, made billions by managing WW2 through committees, Used Communist agent Alger Hiss, and 50 CFR underlings in creating the UN Charter. CFR is the master handler of the UN, the hub of Global Governance manipulation.
Slideshow for the twentieth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the nineteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the seventeenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the sixteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the fifteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 14: "To speke of wo that Is in mariage"Patrick Mooney
Slideshow for the fourteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the thirteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the eleventh lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 10: Who's Speaking, and What Can They Say?Patrick Mooney
Slideshow for the tenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 09: The Things You Can't Say (in Public)Patrick Mooney
Slideshow for the ninth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the eighth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the seventh lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the sixth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 04: Dishonesty and Deception, 25 June 2015Patrick Mooney
Slideshow for the fourth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 02: Poetics and Poetry: An IntroductionPatrick Mooney
Slideshow for the second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Introduction to Web Design for Literary Theorists I: Introduction to HTML (v....Patrick Mooney
First in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/
YouTube screencast with audio: http://youtu.be/ZyYRmJXbT4o
Web Design for Literary Theorists III: Machines Read, Too (just not well) (v ...Patrick Mooney
Third (and last) in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/IwuS0K21ZoU
Web Design for Literary Theorists II: Overview of CSS (v 1.0)Patrick Mooney
Second in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/5Ds9oKV20H0
Web Design for Literary Theorists I: Introduction to HTMLPatrick Mooney
First in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/7Sv0LLGgi9A
Being Sherlock Holmes: Guest Lecture, 9 January 2014Patrick Mooney
Guest lecture for Professor Newfield's English 193 course, 9 January 2014, at UC Santa Barbara. Based substantially on material from Professor Newfield.
Being Sherlock Holmes: Guest Lecture, 9 January 2014
Lecture 02 - Off on a (Historical) Tangent
1. Lecture 2: Off on a (Historical) Tangent
English 140
Summer Session B, 2012
7 August 2012
“It was strange to think, while seated there with all his colleagues,
that people so well educated and professionally civil should have
fallen so willingly for the venerable human dream of a situation in
which one man can embody evil. Yet there is this need, and it is
undying and it is profound.”
― Philip Roth, The Human Stain, p. 306-7 (ch. 5)
3. Time present and time past
Are both perhaps present in time future,
And time future contained in time past.
If all time is eternally present
All time is unredeemable.
What might have been is an abstraction
Remaining a perpetual possibility
Only in a world of speculation.
What might have been and what has been
Point to one end, which is always present.
Footfalls echo in the memory
Down the passage which we did not take
Towards the door we never opened
Into the rose-garden. My words echo
Thus, in your mind.
– T.S. Eliot, “Burnt Norton,” lines 1-15
4. Philip Roth (1933-)
● Probably best known for
Portnoy’s Complaint (1967).
● Novels are frequently set in or
around Newark, New Jersey, and
often concerned with questions of
Jewish identity and culture.
● The Plot Against America (2004)
won the 2005 Sidewise Award for
Alternate History and the 2005
James Fenimore Cooper Prize
from the Society of American
Historians.
5. The Americanness of the (fictional)
Roth family
● “The men worked fifty, sixty, even seventy or more
hours a week; the women worked all the time, with
little assistance from labor-saving devices.” (3)
● “‘Pride of ownership’ was a favorite phrase of my
father’s.” (8)
● “we retained no allegiance, sentimental or otherwise,
to those Old World countries that we had never been
welcome in and that we had no intention of ever
returning to.” (17)
● “Something essential had been destroyed and lost,
we were being coerced to be other than the
Americans we were.” (108)
6. Identity and difference
● “the bigot who had denounced Jews over the
airwaves to a national audience as ‘other peoples’
employing their enormous ‘influence … to lead our
country to destruction’” (15)
● “Rabbi Bengelsdorf had spoken on the
Americanization of Americans in every Newark
church and public school, before most every fraternal,
civic, historical, and cultural group in the state” (34)
● “But now something external had transformed the
meaning of these drawings, making them into what
they were not, and so he’d told our parents that he’d
destroyed them, making himself into what he was
not.” (26)
7. The (alternate) 1940 campaign
“His [Lindbergh’s] speech was unadorned and
to the point, delivered in a high-pitched, flat,
midwestern, decidedly un-Rooseveltian
American voice […] ‘My intention in running for
the presidency,’ he told the raucous crowd, ‘is
to preserve American democracy by preventing
America from taking part in another world war.
Your choice is simple. It’s not between Charles
A. Lindbergh and Franklin Delano Roosevelt.
It’s between Lindbergh and war.’” (30)
8. “It turned out, the experts concluded, that
twentieth-century Americans, weary of
confronting a new crisis in every decade, were
starving for normalcy, and what Charles A.
Lindbergh represented was normalcy raised to
heroic proportions, a decent man with an honest
face and an undistinguished voice who had
resoundingly demonstrated to the entire planet
the courage to take charge and the fortitude to
shape history and, of course, the power to
transcend personal tragedy.” (53)
9. The (alternate) 1940 election
“The November election hadn’t even been
close. Lindbergh got fifty-seven percent of the
popular vote and, in an electoral sweep, carried
forty-six states, losing only FDR’s home state of
New York and, by a mere two thousand votes,
Maryland, where the large population of federal
office workers had voted overwhelmingly for
Roosevelt while the president was able to retain
– as he could nowhere else below the Mason-
Dixon Line – the loyalty of nearly half the
Democrats’ old southern constituency.” (53)
10. The (actual) 1940 election
● FDR beat Wendell Willkie by 449 electoral votes to 82. FDR won 38
of the 48 states and had 27.3 million popular votes to Willkie’s 22.3
million.
12. Will America go fascist?
● “There was Roosevelt, there was the U.S.
Constitution, there was the Bill of Rights, and
there were the papers, America’s free press.”
(18)
● Sandy: “America’s going to go fascist.” (26)
13. President Lindbergh
“To gauge the value of this man, as Sandy had rendered him,
wasn’t difficult. A virile hero. A courageous adventurer. A natural
person of gigantic strength and rectitude combined with a
powerful blandness. Anything but a frightening villain or a
menace to mankind.” (25)
14. ● “We all watched along with Sandy, who was
unable to conceal his enchantment with the very
Interceptor that the president had flown to and
from Iceland for his meeting with Hitler. The
plane climbed steeply with tremendous force
before disappearing into the sky. Down the
street, the people out walking burst into
applause, somebody shouted ‘Hurray for Lindy!’
and then they continued on their way.” (72)
● “‘We knew things were bad,’ my father told the
friends he immediately sat down to phone when
he got home, ‘but not like this. You had to be
there to see what it looked like. They live in a
dream, and we live in a nightmare.’” (76)
15. Being Jewish in Lindbergh’s America
● Bess Roth: “it isn’t like living in a normal country
anymore.” (59)
● “Just Folks – described by Lindbergh’s newly
created Office of American Absorption as ‘a
volunteer work program introducing city youth to the
traditional ways of heartland life’” (84)
● “my father objected strenuously to what the OAA’s
existence implied about our status as citizens.” (84)
● “by the spring of 1941 the only minority the OAA
appeared to take a serious interest in encouraging
was ours.” (85)
16. ● “[…] Aunt Evelyn intimating none too gently that
the greatest fear of a Jew like her brother-in-law
was that his children might escape winding up as
narrow-minded and frightened as he was.” (86)
● Sandy, to Rabbi Bengelsdorf: “I learned a lot, sir. I
learned a lot about my country.” (103)
● Rabbi Bengelsdorf: “I believe that Sandy and the
other Jewish boys like him in the Just Folks
program should serve as models not only for every
Jewish child growing up in this country but for
every Jewish adult.” (107)
● “‘Oh,’ said my father, ‘against the Jews now too?’
[Alvin:] ‘Those Jews. The Jews who are a disgrace
to the Jews – yes, absolutely!’” (52)
17. What’s horrifying about horror?
“[H]orror’s bite is explained as a sudden tearing-away of the
intellectual trust that stands behind our actions. Specifically, it
is a malicious ripping-away of this intellectual trust, exposing
our vulnerabilities in relying on the world and on other people.
[…] horror puts forward scenarios that through their vivid
depiction threaten our background cognitive reliance on others
and the world around us.”
– Philip J. Nickel, “Horror and the Idea of Everyday Life” (2010)
● Phil: “so his [Lindbergh’s] nomination by the Republicans to
run against Roosevelt in 1940 assaulted, as nothing ever had
before, that huge endowment of personal security that I had
taken for granted as an American child of American parents in
an American school in an American city in an American world.”
(7)
18. Media credits
● The photo of Philip Roth (slide 4) is probably under copyright, but has
been selected for its unique value as a teaching tool, and is a low-
resolution copy not suitable for producing quality reproductions It
originally comes from a 2008 interview in Las Vegas Weekly. Source:
http://www.lasvegasweekly.com/news/2008/sep/18/long-haul/
● The electoral maps of U.S. Elections by county (slide 10) and by
state (slide 11) are from Wikipedia users Romeisburning and
AndyHogan14, respectively. Original source URLs:
● http://upload.wikimedia.org/wikipedia/commons/thumb/4/49/ElectoralCollege
1940.svg/2000px-ElectoralCollege1940.svg.png
● https://en.wikipedia.org/wiki/File:1940_us_counties.png
● The photo of Charles Lindbergh receiving a meal from Hermann
Göring has been released “for public use.” Original source:
http://commons.wikimedia.org/wiki/File:Hermann_Goering_gives_Ch
arles_Lindbergh_a_Nazi_medal.jpg