Analysis of Satirical Cartoons

For TWO cartoons from the previous post (or you can choose ONE of your own) answer the following questions?:

Questions:

1. What is the event or issue that inspired the cartoon?
2. Are there any real known personalities depicted in the cartoon? Even if this is not the case, what type of person is being depicted?
3. Are there symbols and/or signifiers in the cartoon? What are they and what do you think they represent?
4. What do you think the cartoonist's opinion is about the topic? Do you think it is his alone or expresses the view of the publisher too? Why?
5. Do you agree with the cartoonist's opinion? Why??

1 - It is inspired by a common saying

2 - There aren't any real known personalities in the cartoon, but it does depict a stereotypical saying by using incongruity.

3 - N/A

4 - The cartoon is simply exaggerating a common saying by placing it out of proportion (incongruity)

5 - The author isnt really making an opinion but seems to make a mockery out of the saying 'think outside of the box' by having an actual box in the scene. I do understand the mockery and do agree with it as i don't particularly like the saying or find it helpful when someone says it to me.

Text Number                                        Why it made me laugh                                       Techniques Used
10                                      
Because it highlights the absuridy of grades in primary school  
Incongruity

13
Because it presents an absurb view of John Howard's real motivation.
Incongruity

Why does it Matter?

Why does it Matter?

Read any story that we haven't read yet and write a review of the story and explain why it matters. Why should anyone care about the story/read it?

‘Be Good, Little Migrants’ by Uyen Loewald

The Author present a biased view on Asian Immigrants living in western countries and attempts to convince the reader  that western society has a set superiority complex that treats Asian immigrants as second class citizens.

What really makes this story grab the reader’s attention is its focus on exaggerating facts and completely making western society look racist and discriminatory. For example, the author’s description of what western society told these Asian immigrants to do is completely biased, and in my point of view, completely selfish “…We’ve saved you from starvation, war, landlessness, oppression, Just display your gratitude, but don’t be heard, don’t be seen” This opening stanza symbolises the tone for the rest of the poem, and figuratively ‘slaps western culture in the face’ for (as the author states) ‘saving’ them from their poor conditions.

Furthermore the author continues to slam western society based on Asian stereotypes, “…Give us your faithful service, sweep factories, clean mansions…” and insinuates that all of western society expects Asian immigrants to work lower class jobs and be treated as second class citizens.

This is story is important to read because it threatens the creditability of Asian immigrants and their hole heartedly experiences by creating a picture of a xenophobic western society that is completely racist and discriminatory.

The Early Settlers by Ken Chau

1. How does this title refer to two groups of ‘settlers’? Who are they?

The title is most likely referring to two types of settlers, foreigners and natives. Presumably since the book is about Australia and growing up Asian in Australia, and because the story references 1987 "...in 1987 to grow corn..", the foreigners would most likely be white settlers from Britain set to colonize Australia, and the natives being the Aboriginals. 

2. How is the first line of the poem successful at being ‘forceful’ regarding the Great-Grandfather’s presence in Australia?

The author creates a forceful setting with the introduction of Great-Grandfather by giving no further explanation into his arrival "Great-Grandfather arrived", without having any sense or show of emotion or even any explanation a sense of forcefulness is created because it seems that Great-Grandfather arrived at Australia by someones elses will - thus my theory of the colonization of Australia and the native Aboriginals is supported. 

3. What action are the ‘early settlers’ doing that gives them equally a strong presence?

The early settlers are 'entrecnhed' meaning that they are not willing to open themselves to anything and are being completely xenophobic, this would make them seem very hostile in the eyes of another culture especially if you just arrived in a new land.

4. How is the intention of the Great-Grandfather juxtaposed to the beliefs of the ‘early settlers’?

Great-Grandfather's situation is very relevant to the early settlers in the late 19th century, that he was taken 'forcefully' to this new land and has to work on plantations such as corn "..in 1987 to grow corn... in Wahgunyah".

5. What action does the Great-Grandfather do that ties him both to the ‘early settlers’ and to his own culture?

Great-Grandfather curses at the native people for being hostile and 'entrecnhed' proving that he is from a foreign land - meaning that he is white and is most likely from Britain. 

6. How does this short poem highlight the irony of the hatred that immigrants experience when they come to a 'settled' land like Australia?

It is ironic because the settler were actually invading the new land rather then colonizing it, and the hatred that was created was a mutual feeling between the whites and the Aboriginals meaning that the hatred and hostile feeling that the White got from the Aboriginals was deserved. 

Lessons from my School Years by Ray Wing-Lun

1. There is a stark contrast created in the opening of this story between what the narrator had been doing before entering school and what will be expected at school? What is this contrast and what does it immediately create in the story?
The contrast is from the fun relaxing things he would do before school to the time passing, interesting things in school. This creates a sense of unawareness throughout the story.

2. The author continues this theme of contrast at the start of the story. How does he do this in his description of his experience of Sydney’s North Shore?

He continues this contrast at the start of the story with his experience of the North Shore by the dark ally ways and where all the mechanics drove their cars to his shiny clean shop.

3. What was the father’s background in business before he opened the fruit shop? What has helped him become successful?

His fathers background in business was him working hard and unpacking crates and boxes of fruit and vegetables on and off trucks. What helped him become successful was working hard.

4. The narrator’s description of his father is complex. What makes the father a complex character?

What makes the father a complex character is the knowing about his work side but not much about him.

5. (91) How does the author describe his role in doing ‘things that counted’?
The author describes his role is doing this that counted by standing back and listening to his/her siblings stories.

6. What experience does the author have at school while keeping to himself? What does he learn from this experience?

7. How would you characterise the narrator’s tone in regards to the events that are occurring around him?

I would assume the narrator's tone in regards to the events that are occurring around him as sad, dull and slow. I don't think is something he/she would want to be talking about.

8. How does the narrator characterise the ways that one could ‘get the strap’ and ways that one could avoid it?

The narrator characterizes getting the strap as very easy and very hard to avoid getting it.

9. What event evokes a racist speech to the class by the teacher?

What evokes the racist speech is the note saying he/she cant go swimming.

10. What effect did the author’s experience with ‘Strap Happy Jack’ have on him?

The effect Strap Happy Jack had on the author was positive. He didn't like him but it made him focus more.

11. What was the one advantage school provided the author?

School provided the author with a sense of accomplishment and the life lesson of working hard which set him up for a lifetime of learning.

12. What did the author do at his school? What was his motivation for doing it? What did he feel was lacking at school?

The author created a workshop class for people to study together and helping them study well. He was motivated by his bad concentration. He thought that groups like these were lacking at the school because they could help.

13. What did the parents want their son to do at school? What did the author fear would happen by obeying his parents?

His parents wanted him to do as the teacher wanted him to do, not what he wanted to do, the author feared he wouldn't be able to be able to think for himself if he did that.

Teenage Dreamers by Phillip Tang

1.     What are the first two sentences of the story and how do they create a tension in the story?

It creates a ‘spookiness’ or jolt inside the reader, and is effective in grabbing the readers attention.

2.     What has happened to the author’s father as a result of his wife’s death?

He has become obsessed with a Chinese Singer called ‘Leslie Cheung’

3.     How does the description of the father removing his hands from his face as ‘unmasked’ related to the seriousness of his following statement?

The reason it is so serious for the father to ‘unmask’ himself is because he is putting any put on emotion on, and is simply talking to his son face to face and truly. 

Conversations with my Parents by Oanh Thi Tran

1.     What is ironic about the way the author and the father become close? What has to happen to the father?

It is ironic that the author and the father become close because it happens at the time of his apparent illness – that will most likely result in his death.

2.     How would you characterise the conversation that the author has with her parents?

It is humourist and repetitive

3.     What is it that worries the author most about these conversations?

The author worries about these conversations because he can never say what he wants, that he loves his parents and misses them

4.     There is a gap between the author’s need to express feelings common in western countries and her family’s lack of desire to express their feelings verbally. How does the family still express their feelings for their child, just not verbally?

Because that is the way they have been culturally raised and is the society they live in, this is apparent since the author regrets not saying it to them and instead of sharing his love every 3 weeks, he forgets to and does not find the courage to.

The Relative Advantages of Learning my Language by Amy Choi

1. The author opens the story with an anecdote. What is the anecdote and what effect does it have on the reader?

The anecdote represents how you should never expect that people dont know more then you think they know

2. What is the author’s view of the Chinese language in the 2^nd paragraph?

The author explains why speaking Chinese in a English speaking country is irrelevant. 

3. What is symbolic about the house that the Grandfather mistakes for his own? What does it say about the assimilation of his family into Australian culture? What does it say about his understanding of Australian culture? What is ironic about the inhabitants of this house?

The grandfather mistakenly took the 'identical' house for his own, and stands as a microcosm for how Asian's cannot interpret Australian similarities ( for example how the houses are the same ), thus making the Grandfather's understanding of Australian culture limited. The irony behind the people in the house is that they are also immigrants like the Grandfather and his family. 

4. What does the death of her grandfather inspire the author to do?

The death of her Grandfather inspires her to re learn Chinese when she is in her late teens and twenties

5. Why is she motivated to know Chinese? What is it she wants to ensure she is able to, regretting that she couldn’t do it with her grandfather?

The author wants other Chinese people to be able to talk to her and she regrets that she wasn't able to do this with her grandfather ".I am not trying to discover my roots but am simply trying to ensure that the next time an elderly relative wants me to listen to them, i am not only willing, i am able"

1. How does this title refer to two groups of ‘settlers’? Who are they?

Locals and Foreigners 

2. How is the first line of the poem successful at being ‘forceful’ regarding the Great-Grandfather’s presence in Australia?

3. What action are the ‘early settlers’ doing that gives them equally a strong presence?

4. How is the intention of the Great-Grandfather juxtaposed to the beliefs of the ‘early settlers’?

5. What action does the Great-Grandfather do that ties him both to the ‘early settlers’ and to his own culture?

6. How does this short poem highlight the irony of the hatred that immigrants experience when they come to a 'settled' land like Australia?

Growing Up Asian in Australia: Intro + Pigs Questions

Growing Up Asian in Australia: Intro + Pigs Questions

Introduction by Alice Pung

1. What were Asian-Australians referred to as when the author was growing up?

Power Points 

2. How does she interpret this title?

She understood this nickname as a slang word for referring to them as nerdy and dweeby "...i thought it was because we were smart and dweeby in a dynamic Microsoft way..."

3. What did this title actually refer to? Did the author find this demeaning? Why/why not?

The title actually meant that they literally looked like a powerpoint because of their facial features. The Author didn't understand it and thought that because it was 'white' and 'cute' it had little relevance to her. 

4. ‘All that untapped potential! All that electrifying brain power!’ What techniques are being employed by the author? How does they highlight he misunderstanding?

5. What did the teen author take away from teen fiction? What did she feel that she needed to do? Why? What does this say is essential to fitting in to a culture?

She suggested that she shouldn't read teen fiction because it basically suggests that teen fiction puts the idea into her mind that she needs to get plastic surgery.

6. Who are the authors that she turns to? Why?

7. In the third paragraph how does the author use repetition. How does it highlight the focus of this book?

8. What metaphor does the author use to highlight the writers and the writing style in the third paragraph?

9. Why does the author use a quote in the 4^th paragraph? What does it say about her reaction to the stories in the book?

10. On page 2 the author talks about the themes that she loosely choose for the collection. What are they and why is it ironic that they show up in this book?

11. At the bottom of pg 3 on to page 4 the author says that sociologists have described Asians as the ‘model minority’. What is meant by this? What difficulties arise out of this label for young Asian-Australians?

12. What are the editor’s hopes for the collection of stories?

Holocaust Art: "It Takes But One" by Elizabeth Denholm and Alyssa Dziurlaj

What visual techniques are employed in this painting?

Contrast, font use, Chiaroscuro, symbolism, the use of fore, middle and back ground, facial expressions, mood, colour, and symbols. 

How do these visual techniques highlight major thematic elements of holocaust art and literature?

Through the use of contrast, moods and colors, the picture is separated into two main sections - the red and the black. These colors are symbolic to the holocaust and specifically symbolise the mistreatment and persecution of the Jews from Nazi Germany. Color is also used to highlight another important theme of the Holocaust - Ignorance and the power of the voice. The text "it takes but one" highlights the state of mind of Germany during the Holocaust that Germans as well as Jews were to scared to speak up about the atrocities that were being taken place all of Europe - the gasing and killing of millions of Jews. The mood is dark and depressing and creates an allusion of hope and deviance from the Jews. This is represented by the dark paint that is seeping into the red paint that is defining the aggressive Nazi oppressors that is represented by the red. 


Through the use of facial expressions the painting also highlights another key theme of the holocaust, the mistreatment of the Jews and the loss of humanity on the part of the Germans. This is represented by the the star of david (Symbol of Judaism) because it is being 'held' by the Germans, and the fact that the Germans saw the Jews as not being 'people' so the picture also corresponds with this. 


Also by using fore/middle/ and back grounds its further supports the theme of the inhumanity and degrading of Jews. This is represented by having the Jews in the back ground, in a place deserved of anyone who doesn't belong to the master race of germany (in the Nazi's eyes). And also by the fact that the red paints or Germans are place in the forgound - a place only deserved for the master race.  

Holocaust Poetry #3: 'Daniel' by Laura Crist

How is juxtaposition used in this poem to highlight an important them of Holocaust literature?
The author uses juxtaposition to highlight the constant holocaust theme of mistreatment and brutality. The poem leaves you senseless and really demonstrates the microcosm of the entire Jewish mistreatment that occurred during the holocaust. Juxtaposition is used throughout the whole poem to symbolise the fragility of life and specifically highlight this holocaust them of mistreatment brutality and even the loss of humanity. 

How is descriptive language used to enhance the reader's reaction to the poem?

Daniel
	Laura Crist

And the child held her hand
A child tiny for almost eight,
Deep blue eyes that dominated his face,
When he explained new events to her,
     that funny doggy,
     that pretty rock,
And the freckles on his cheek,
No one saw a sunrise more perfect,
     to her,
She so vividly smells the fragrance of
     his hair,
     his ears,
     his breath in the morning
She vividly hears that little heartbeat,
     that was hers
     always hers,
     and the laughter,
     that raspy little laugh,
     when he caught her in a conundrum.
All this,
But this is merely the surface,
As she watches her little God sheared,
     and stripped,
For the gas chamber.

techniques

how used

how relates to theme

Chapter 11+12

What are the main themes of the novel so far?


Fear, Ignorance, Innocence and mistreatment

What are the main techniques?

Juxtaposition, imagery, alliteration, simile, irony.

Think of 5 important questions for each of these two chapters about how important motifs and themes play a role in each chapter.

Chapter 11:
Who is the Fury?
How is Juxtaposition used in this chapter
What are Mother and Father arguing about
Who is Eva
How is the Fury portrayed (Bruno's perspective.)

Chapter 12
Why does Maria 'freeze' when Bruno tells her
Why is Shmuel made to wear and armband
How is Juxtaposition used in this chapter
Why does Bruno mumble under his breath on page 130

Chapter 10 Questions

(105) What does the progression of 'dot' to 'boy' tell us about the role of exploring and meeting the people in the camp? What does this represent about how other Germans view the Jews?
The progression of the dot to boy tells us that Bruno's sense of exploration is important and allows him to meet new people and find answers he's been searching for. This represents the other Germans views of Jews as just an object to explore.
(109) What effect does the boys both having the same birthday have?
The boys having the same birthday represents the similarity of people put into the camp and people outside of the camp. It shows us that Shmuel and Bruno are actually quite alike. 
(113-4) What do Bruno and Shmuel 'argue' about? What does Bruno decide to stop the argument?
Bruno and Shmuel argue about German being the greatest country. Bruno decides to stop the argument because he doesn't want to sound rude in front of his new friend and he wants to make the most out of talking to someone on the other side of the fence. 
(115) What does Bruno's last question reveal to Shmuel? What do you think Shmuel thinks of Bruno because of asking this question?
Bruno's last question reveals to Shmuel that Bruno doesn't know whats happening and who he is. I think Shmuel thinks of Bruno as an ignorant German and also innocent.

Chapter 9 Questions

(pg95-96) How is Lt Kotler portrayed? Why is he portrayed this way? (remember that 'how' is asking about literary techniques)


Lt Kotler is portrayed as the typical soldier from the Holocaust. They use alliteration to emphasize it.


What is Herr Liszt going to 'change' for Bruno? (98)
Herr Liszt is going to change Bruno's knowledge of the Holocaust and the German history.(100) What connection does Bruno make between the people in the camp and the people that come and visit his house all the time?
Bruno thinks that the people in the camp are working for the men that come and visit him all the time.
What some of the things that Bruno begins to take notice of regarding the relationship between the soldiers and the people in 'pyjamas'?
Bruno starts to notice that the soldiers tell the people in pyjamas what to do and they're their bosses.

Chapter 7 questions

How is the mother's defence of Herr Roller entirely ironic?
Mother's defense of Herr Roller is ironic because she deeply cares about him because he is less able and is defenseless against Bruno yet the camp is right next to them and her husband is running it. 

What role does Kotler represent historically in the novel? (think beyond being a soldier)

Kotler represents the ignorant and bad Germans. and the "perfect" German

What character is Kotler juxtaposed with in this chapter? What effect does it have on understanding each of these characters?

Kotler juxtaposes Maria because Kotler is a bad evil German that orders around the Jews and thinks nothing of them and uses bad words which Bruno doesn't even know towards them whilst Maria is a kind German that thinks well of everyone and is trying to keep Bruno out of trouble and is doing what she thinks is right.

How would you compare the interaction Bruno has with Pavel to all the other interactions Bruno has had with adults?
 Bruno is interested and wants to know more about Pavel and has a feeling that Pavel is an interesting man. He also gets confused with Pavel for why he isn't in a hospital because he doesn't understand why Pavel is there. He also talks to Pavel as sort of a friend and can understand him a bit more.

Why is juxtaposition a key technique employed in Holocaust texts? How has it been used in The Boy in the Striped PJ's?

Juxtaposition is a key technique in the Holocaust text because it helps us see both sides of what it was like for the Germans and for the Jews.  It has been used in The Boy is stripped PJ's by describing everything to do  with the Jews or the camp by describing one side then the other to highlight all the key differences.

Chapter 4 questions

• (pg 31) How does the author continue to use juxtaposition in regards to the two housing situations? (the Jews and Bruno's family)

The author continues to use juxtaposition between the Jews and Bruno's family by describe the ground they're on. The lively garden of greenery and flowers and nice paths for Bruno's family and then a huge wire fence surrounding the Jews with huge walls and telegraph poles

• What is it about the children that makes it difficult to understand exactly what they see through the window and just how bad it is?

What makes it hard to understand what they see is that they think its a farm and they don't really know what it is. They also don't have a full understanding of the whole Jew situation so they don't know how bad it is.

• Summarise how Gretel describes what she sees.

Gretel describe it as a countryside farm

• What does Gretel attempt to do when she sees the Concentration Camp? How does she attempt to understand what she sees?

When Gretel sees the concentration camp she tries to make herself believe its the country side and not something bad. She does this by thinking back to geography class and trying to think of a possible solution

• Is her attempt successful? Does she convince Bruno that she understands? What does she eventually give in to? What does she say/or not say? (pg 32)

Her attempted is unsuccessful, she does not convince Bruno that she understands and she eventually gives in to not fully knowing what it is either. What Gretel does not say is that she doesn't know what it is because she always wants to be right and smarter than Bruno

• What can't the children do when they see the Concentration Camp that the adults seem to be able to do? Which group can understand what they see? Why do you think that this is the case?

The children can't understand nor feel bad for the people in the Concentration Camp and the adults can. Younger groups can understand what they see, I think this is the case because older people would of been aware of the situation and would know whats going on and would find this ironic

• How does the author use understatement through the children's description of the Concentration Camp?

Hitler at a Nazi rally

This is an image of a political rally in 1934, a staple of the Nazi regime. In your own blog post answer the questions below and include the image.

1. How are vectors used in this image? What effect does it have?

Vectors are used in this angle to create complete Symmetry and 'perfectness', it creates the illusion that the Germans are in fact the master race and also gives the viewer a sense of power. The flags are vectors lines, these lines are leading up to Hitler making him the focal point (as he was). Additionally, vector lines separate the crowd form the Nazi soldiers in the far middle of the photo. 

1. Describe the composition of the image and what is tells us about the Nazis and Hitler.

Everything in the photo is organised and neat, it tells the viewers that the Nazis and Hilter are efficient

1. How is symmetry used? What effect does it have? 

Symmetry is used to create the illusion of the 'perfect race' not only are the Nazi banners are perfectly composed but the masses of people are also the same. 

1. What effect does this picture being in black and white have?

The absence of color represents the emotionless state of Germany, the color difference of the Nazi soldiers and the crowd creates a sense of a social hierarchy (hope vses abusive/evil power) 

1. Discuss the use of line in this image. What effect does it have?

Responding to a Poem

Holocaust
by Barbara Sonek

We played, we laughed
we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.
We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, 
for we were the children whose dreams and lives were stolen away.




1. Construct a response to this poem using the same style and structure.

You played, You laughed

You were loved.
You were ripped from the arms of your
parents and thrown into the fire.
You were nothing more than children.
You had a future. You were going to be lawyers, rabbis, wives, teachers, mothers. You had dreams, then you had no hope. You were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, we hear your plea. This atrocity to mankind can not happen again. We Remember you, 
for you were the children whose dreams and lives were stolen away.

2. Be mindful of your perspective. Your poem should be from your perspective.


3. Utilise the same techniques employed by the authour.

Chapter 2 - The boy in striped Pyjamas

• Using quotes, how is the new house described?

The new house is described as the exact opposite of their old home. It is describe as being alone and cold "the new house however stood all on its own in an empty desolate place and there were no other houses anywhere to be seen

• How does it compare to the house in Berlin? How is this an example of juxtaposition?

This house compares to the house in Berlin by being the complete opposite. The house in Berlin was happy and big and had lots of people around it, but the new house Bruno says is cold and has a weird feeling about it. This is an example of juxtaposition because it shows the difference between Berlin being a happy place and the new house being next to a concentration camp to be cold and weary. 

• How is Bruno's reaction and discussion of the new house taken by the other characters? What is ironic about the way people treat Bruno's comments regarding the new house?

Bruno's reaction and discussions of the new house are taken lightly upon by other characters. He talks to Maria about how he feels and asks how she feels but she tells Bruno it is what it is and they have to do it for his Fathers job. Whats ironic about Bruno's comments towards the house is that everyone agrees with him, but they don't express that because they're not allowed to. Everyone has the same mind frame as Bruno but go along with the move because they know it will keep them safe.

• Do you feel empathetic towards Bruno's new home? Why/why not?

Yes, i feel empathetic towards his new home because he doesn't have any neighbors or friends to pay with and hes in the middle of no where. As a kid all he would care about is playing with friends, but he can;t even do that

holocaust poetry

We played, we laughed
we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, for we were the children whose dreams and lives were stolen away.

1. What is your initial reaction to this poem?

Upon reading the poem i immediately related it to the Jews and pictured the German grottoes and concentration camps. 

1. How does the author use 'we' in this poem?

The author uses 'we' numerous times to create the feeling that we are actually reading a real holocaust story, thus making the poem believable. 

1. What are the verbs used in the first sentence?

Played and laughed

1. What are the verbs used in the second sentence? How do they contrast with those used in the first sentence?

Loved, all 3 of the verbs are ordinary aspects of normal human lives, specifically children in this case because of the verb 'played' 

1. What effect does the listing of 'lawyers, rabbis, wives, teachers, mothers'? What is it meant to signify?

These professions all signify Jewish roles, specifically in Germany at the time when the Jews were heavily involved in the banking industry

1. What simile is used in the poem and what effect does it have?

'...We were taking like cattle in cars...." it creates the effect that theses people that the author is talking about are insignificant. 

1. How has the poet represented herself in the last sentence?

She represents herself by saying that her or 'we' were the people whose lives were taken away

1. If you could communicate to this person, a victim of the Holocaust, what would you want to say? What do you feel that you must do in your life as a response to this poem?

I guess i would try to do something to undo the past or make it more bearable.