DOCSLIB.ORG

A Long Way Gone Summer Packet

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Student Name: _____________________________________________________________ Score _____/100 A Long Way Gone Summer Packet “These days I live in three worlds: my dreams, and the experiences of my new life, which trigger memories from the past.” -Ishmael Beah, p. 20 12th Grade - A Long Way Gone by Ishmael Beah Google Drive files (these are not in order, please select by chapter): CLICK You must use your @esd-15.org account to access the drive. Introduction From: Reading Group Gold An estimated 300,000 child soldiers now fight in the more than fifty violent conflicts raging around the globe. Far removed from the world of pundits and journalists, policymakers and diplomats, a thirteen-year-old boy named Ishmael Beah became one of these young warriors in Sierra Leone. Now in his mid-twenties, he courageously tells of the horrific road that led him to wield an AK-47 and, fueled by trauma and drugs, commit terrible acts. A Long Way Gone brings a rare voice of frontline realism to a widely publicized (and widely misunderstood) human-rights crisis. In poignantly clear and dauntless storytelling, Ishmael describes how he fled brutal rebel soldiers, traveling miles from home on foot and gradually being reduced to a life of raw survival instincts. Yet, unlike so many of his peers, Ishmael lived to reclaim his true self, emerging from Sierra Leone as the gentle, hopeful young man he was at heart. His memoir is at once crucial testimony for understanding the tragedy of contemporary war zones, and a testament to the power of peacemakers. A Long Way Gone is a plea for understanding of a political and social climate which allows innocent children to become killers. More than that, it is an attempt to move readers to action, essentially asking them to find ways to end the abhorrent tragedies occurring not just on the African continent, but all over the world. Overview of the Sierra Leone Civil War The Sierra Leone civil war began in 1991 with the attacks of the Revolutionary United Front (RUF), led by former army corporal Foday Sankoh, on government military and civilian targets. While allegedly begun as a response to the corrupt government of President Joseph Saidu Momoh, the RUF quickly turned to acts of terror and violence with little regard to its ostensible political agenda. The RUF captured towns on the Liberian border, killing and torturing numerous citizens. The President is ousted in 1992, setting up a cycle of military coups for the next five years. In 1996, after the first multi-party election in nearly thirty years, Ahmad Tejan Kabbah is elected President. He signs a peace accord with the RUF. Kabbah is ousted by yet another military coup, led by Johnny Paul Koroma and the Armed Forces Revolutionary Council (AFRC) - a force consisting of both army and RUF soldiers who previously fought against one another. Atrocities were committed on both sides of the conflict, which resulted in over 50,000 killed and one million people displaced. Despite the level of violence, national attention was not drawn to Sierra Leone until 1999, when the United Nations intervened to establish the Lome Peace Accord. This treaty made the RUF commander vice-president of the country with control over Sierra Leone’s valuable diamond mines. Despite the accord, RUF forces continued their attacks and seemingly random acts of violence against government and civilian targets. The UN sought disarmament, but response on both sides was slow. Eventually, Great Britain intervened, sending in troops to capture RUF forces and restore full power to then-president Kabbah. In 2000, RUF leader Sankoh was captured. Over the next year, UN forces complete disarmament and the war is declared over in 2002. Newly re-elected President Kabbah declared the conflict ended in 2002. Your Assignment Your task is to read the novel, A Long Way Gone, and complete this packet. We suggest you complete the reading in sections, and before moving on to the next section, complete the corresponding page in the packet. As you read consider the characters and themes in the text. You will be asked in chart form to analyze two characters and two themes. This packet should be ready to turn in on your return to school, as no class time will be given to complete this assignment. THIS IS DUE THE SECOND DAY OF CLASS. Any evidence of copying will result in a ZERO. Once you return to school, you will be asked to complete two more tasks regarding the book. You will need to take an AR test (the deadline will be announced by your teacher) and write an essay about the novel. It is very important that you read the novel and complete the work with fidelity, in order to score well on both the AR test and the essay. Happy reading! Grading Packet total: 100 Points Section I: 50 Points Section II: 50 Points VIEW THE RUBRIC ON THE FINAL PAGE TO SEE HOW THESE SECTIONS WILL BE SCORED! AR test: 50 Points In Class Essay: 100 Points *This packet is considered a long-term project and late work will be scored according to the policy in the student handbook. A Long Way Gone Reading Response Journal Instead of completing traditional comprehension questions, your task is to complete this reading guide with a more holistic, thematic, and character based approach to the text. The Theme Topics you are looking for include: The loss of innocence Survival/the will to live Importance of Storytelling Family Grief/Loss Music Violence/Murder/Pain Revenge/Anger Hope Love Trust Manipulation Courage Forgiveness How to turn a topic into a theme Example from Romeo and Juliet Topic: Rivalry (Ask yourself what is the story saying about rivalry? How can I say it in a full sentence that is universal) Theme: Rivalries can create senseless hatred between individuals. Example from The Help Topic: Racism Theme: Often, racism is driven by a lack of respect and understanding for the other person. Section I: Characters- Select TWO different characters and complete the following chart to analyze their personality and traits. Quotes should come from a variety of pages to show a complete understanding of the character. Character #1 Name __________________________________Adjectives to Describe _____________________________ Quote from the text Pg. # Analysis of Quote/ Explain what the Quote Shows about Character Say (What does this person say?) Action (What does this character do?) Think (What does this character think? What are his/her beliefs Description (What does this character look like? What does that reveal about them?) Others (What do others think/say about this character? Character #2 Name ________________________________ Adjectives to Describe _______________________________ Quote from the text Pg. # Analysis of Quote/ Explain what the Quote Shows about Character Say (What does this person say?) Action (What does this character do?) Think (What does this character think? What are his/her beliefs Description (What does this character look like? What does that reveal about them?) Others (What do others think/say about this character? Section II: Themes- Select TWO different topics from the list above. After selecting the topics write a sentence or two about an idea or theme revealed through the text that centers on that topic. Themes are never just one word. Themes should be universal and often use qualifiers (sometimes, often, etc.) After creating a theme for the book, select and analyze five quotes that support your theme. You can see an example on the topic page for how to turn a topic into a theme. Quotes should come from a variety of pages to show a complete understanding of the theme Theme Topic #1:_______________________________________ Theme Statement:___________________________________________________________________________________ Quote from the text that supports theme Pg. Analysis/ Explanation of how/why the quote supports the theme statement # statement 1. 2. 3. 4. 5. Theme Topic #2:_______________________________________ Theme Statement:___________________________________________________________________________________ Quote from the text that supports theme Pg. Analysis/ Explanation of how/why the quote supports the theme statement # statement 1. 2. 3. 4. 5. English IV/AP Literature/ Concurrent Credit Summer Reading Rubric Name ________________________________________________ Period_______ Total _____/100 Character Charts _____/50 Emerging (0-20) Developing (30) Proficient (40) Advanced (50) -Several sections are blank -Some sections are blank -Most boxes are filled in -All boxes are filled in -Few quotes address the -Most of the quotes address -All quotes address the -All quotes are apt and subject the subject subject specific -Analysis is off topic or -Analysis attempts to -Analysis uses evidence to -Analysis uses evidence to irrelevant analyze character but is discuss character illuminate character -Extreme grammar errors mostly paraphrase -Some grammar errors -Few to no grammar errors -Several grammar errors Theme Charts _____/50 Emerging (0-20) Developing (30) Proficient (40) Advanced (50) -Several sections are blank -Some sections are blank -Most boxes are filled in -All boxes are filled in -Few quotes address the -Most of the quotes address -All quotes address the -All quotes are apt and subject the subject subject specific -Analysis is off topic or -Analysis uses attempts to -Analysis uses evidence to -Analysis uses evidence to irrelevant analyze theme, but is discuss theme illuminate theme -Extreme grammar errors mostly paraphrase -Some grammar errors -Few to no grammar errors -Several grammar errors Comments: .
Recommended publications
  • Beah, Ishmael 2007. the Making, and Unmaking, of a Child Soldier. New

    Beah, Ishmael 2007. the Making, and Unmaking, of a Child Soldier. New

    Ishmael Beah - "A Long Way Gone: Memoirs of a Boy Soldier" - New York Times Page 1 of 16 January 14, 2007 The Making, and Unmaking, of a Child Soldier By ISHMAEL BEAH Sometimes I feel that living in New York City, having a good family and friends, and just being alive is a dream, that perhaps this second life of mine isn’t really happening. Whenever I speak at the United Nations, Unicef or elsewhere to raise awareness of the continual and rampant recruitment of children in wars around the world, I come to realize that I still do not fully understand how I could have possibly survived the civil war in my country, Sierra Leone. Most of my friends, after meeting the woman whom I think of as my new mother, a Brooklyn- born white Jewish-American, assume that I was either adopted at a very young age or that my mother married an African man. They would never imagine that I was 17 when I came to live with her and that I had been a child soldier and participated in one of the most brutal wars in recent history. In early 1993, when I was 12, I was separated from my family as the Sierra Leone civil war, which began two years earlier, came into my life. The rebel army, known as the Revolutionary United Front (R.U.F.), attacked my town in the southern part of the country. I ran away, along paths and roads that were littered with dead bodies, some mutilated in ways so horrible that looking at them left a permanent scar on my memory.
  • The Phenomenon of Child Soldiers As Seen Through Ishmael Beah’S a Long Way Gone

    The Phenomenon of Child Soldiers As Seen Through Ishmael Beah’S a Long Way Gone

    INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR) A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr.in (Impact Factor: 5.9745) (ICI) KY PUBLICATIONS RESEARCH ARTICLE ARTICLE Vol. 7. Issue.4. 2020 (Oct-Dec) THE PHENOMENON OF CHILD SOLDIERS AS SEEN THROUGH ISHMAEL BEAH’S A LONG WAY GONE SIDI CHABI Moussa Senior Lecturer of African Literature at the Department of Anglophone Studies Faculty of Letters, Arts and Human Sciences University of Parakou (UP), Parakou, Republic of BÉNIN Email: [email protected] ABSTRACT The present research work aims at examining critically the phenomenon of child soldiers as seen through Ishmael Beah’s A Long Way Gone. The issue of child soldiers is a worldwide phenomenon. However, it is more noticeable in developing nations where the lack of adequate social infrastructure and socio-economic programmes threatens the developmental needs of these children. Institutional assistance from governments, international institutions and Non-Governmental Organisations (NGOs) in providing some resources for the child soldiers is either inadequate or Article information Received:28/10/2020 non-existent. Hence the necessity to carry out this study to make visible and glaring Accepted: 22/12/2020 a situation that many people have consciously tried to ignore. The methodological Published online:27/12/2020 approaches used in this paper are the phenomenological and descriptive doi: 10.33329/ijelr.7.4.205 approaches. The literary theories applied to the study are psychological and psychoanalytic criticism. Psychological criticism deals with a literary work primarily as an expression, in fictional form, of the personality, state of mind, feelings, and desires of its author.
  • 5 November, 97 Ref

    5 November, 97 Ref

    ECONOMIC COMMUNITY OF WEST AFRICAN STATES COMMUNAUTE ECONOMIQUE DBS ETATS DE L'AFRIQUE DE L'OUEST ECOWAS CEDEAO HEADQUARTERS: SIEGE: 6, KING GEORGE V ROAD, 6, KING GEORGE V ROAD, P. M. B. 1 2745, LACOS (NIGERIA) P. M. B. 12745, LAGOS (NIGERIA) TELEPHONE: 2600720-9, 2600860-8, TELEPHONE: 2600720-9, 2600860-8, TELEX: 22633, 28213, 23749 ECOWAS NC. TELEX: 22633, 28213, 23749 ECOWAS NG. FAX: 26370S2, 2637675, 2600869. FAX:2637052, 2637675, 2600869. SECRETARIAT. SECRETARIAT. ECW/REL/020/LEG/139 5 November, 97 Ref. No., :.-•. 19 The Secretary-General United Nations 1 UN Plaza New York 10017 New York Dear Sir, of the ECOWAS Committee of Five Sierra Leone— -? to the United Nations Security Council I have the honour to transmit the first report of the ECOWAS Committee of Five on Sierra Leone, covering the period from 8 October to 5 November, 1997 as requested by the Security Council in paragraph 9 of Resolution 1132(1997) concerning the situation in Sierra Leone for onward transmission to the Chairman of the United Nations Security Council. ......................... ....... ------ ............ ----------- Please accept, Your Excellency, the renewed assurances of my highest consideration. Lansana Executive Secre/tary ECONOMIC COMMUNITY OF WEST AFRICAN STATES FIRST REPORT OF THE ECOWAS COMMITTEE OF FIVE ON SIERRA LEONE TO THE UNITED NATIONS SECURITY COUNCIL MADE PURSUANT TO UNITED NATIONS RESOLUTION S/RES 1132(1997) OF 8/10/97 EXECUTIVE SECRETARIAT LAGOS, INTRODUCTION 1. On 25 May, 1997. a section of the military in Sierra Leone violently overthrew the legitimate government of President Ahmad Tejan Kabbah. 2. The coup d'etat was not only notably bloody but it also resulted in very tragic consequences on all class of citizens of the country.
  • Child Soldiers and Blood Diamonds OVERVIEW & OBJECTIVES GRADES

    Child Soldiers and Blood Diamonds OVERVIEW & OBJECTIVES GRADES

    Civil War in Sierra Leone: Child Soldiers and Blood Diamonds OVERVIEW & OBJECTIVES GRADES This lesson addresses the civil war in Sierra Leone to 8 illustrate the problem of child soldiers and the use of diamonds to finance the war. Students will draw TIME conclusions about the impact of the ten years civil war on the people of Sierra Leone, as well as on a boy who 4-5 class periods lived through it, by reading an excerpt from his book, A Long Way Gone. This lesson explores the concepts REQUIRED MATERIALS of civil war, conflict diamonds, and child soldiers in Sierra Leone while investigating countries of West Computer with projector Africa. Students will also examine the Rights of the Child and identify universal rights and Computer Internet access for students responsibilities. Pictures of child soldiers Poster paper and markers Students will be able to... Articles: Chapter One from A Long Way describe the effects of Sierra Leone’s civil war. Gone by Ishmael Beah; “What are Conflict analyze the connection between conflict Diamonds”; “How the Diamond Trade diamonds and child soldiers. Works”; “Rights for Every Child” analyze the role diamonds play in Africa’s civil wars Handouts: “Pre-Test on Sierra Leone”; compare their life in the United States with the “Post-Test on Sierra Leone”; “Sierra Leone lives of people in Sierra Leone. and Its Neighbors” describe the location and physical and human geography of Sierra Leone and West Africa. identify factors that affect Sierra Leone’s economic development analyze statistics to compare Sierra Leone and its neighbors. assess the Rights of the Child for Sierra Leone analyze the Rights of the Child and the responsibility to maintain the rights MINNESOTA SOCIAL STUDIES STANDARDS & BENCHMARKS Standard 1.
  • Sierra Leone Assessment

    Sierra Leone Assessment

    Sierra Leone, Country Information http://194.203.40.90/ppage.asp?section=...erra%20Leone%2C%20Country%20Information SIERRA LEONE ASSESSMENT April 2002 Country Information and Policy Unit I SCOPE OF DOCUMENT II GEOGRAPHY III HISTORY IV STATE STRUCTURES V HUMAN RIGHTS ISSUES VI HUMAN RIGHTS - SPECIFIC GROUPS VII HUMAN RIGHTS - OTHER ISSUES ANNEX A: CHRONOLOGY OF EVENTS ANNEX B: POLITICAL ORGANISATIONS ANNEX C: PROMINENT PEOPLE REFERENCES TO SOURCE MATERIAL I. SCOPE OF DOCUMENT 1.1. This assessment has been produced by the Country Information & Policy Unit, Immigration & Nationality Directorate, Home Office, from information obtained from a variety of sources. 1.2. The assessment has been prepared for background purposes for those involved in the asylum determination process. The information it contains is not exhaustive, nor is it intended to catalogue all human rights violations. It concentrates on the issues most commonly raised in asylum claims made in the United Kingdom. 1.3. The assessment is sourced throughout. It is intended to be used by caseworkers as a signpost to the source material, which has been made available to them. The vast majority of the source material is readily available in the public domain. 1.4. It is intended to revise the assessment on a 6-monthly basis while the country remains within the top 35 asylum producing countries in the United Kingdom. 1.5. An electronic copy of the assessment has been made available to the following organisations: Amnesty International UK 1 of 43 07/11/2002 5:44 PM Sierra Leone, Country Information http://194.203.40.90/ppage.asp?section=...erra%20Leone%2C%20Country%20Information Immigration Advisory Service Immigration Appellate Authority Immigration Law Practitioners' Association Joint Council for the Welfare of Immigrants JUSTICE Medical Foundation for the care of Victims of Torture Refugee Council Refugee Legal Centre UN High Commissioner for Refugees 2.
  • Human Rights Chronology: 1991-1997

    Human Rights Chronology: 1991-1997

    QUESTION AND ANSWER SERIES SIERRA LEONE POLITICAL, MILITARY, AND HUMAN RIGHTS CHRONOLOGY: 1991-1997 [QA/SLE/98.001] APRIL 1998 PRODUCED BY: INS RESOURCE INFORMATION CENTER 425 I STREET, N.W. (ULLICO BUILDING, 3RD FLOOR) WASHINGTON, D.C. 20536 DISCLAIMER The July 27, 1990 Regulations, “Aliens and Nationality: Asylum and Withholding of Deportation Procedures,” mandated the creation of a new corps of Asylum Officers to provide an initial, nonadversarial adjudication of asylum claims. Asylum Officers use asylum law, interviews with asylum applicants, and relevant information on country conditions to determine the merits of individual claims for asylum. As specified in the Regulations (8 CFR 208.12), as amended, such information may be obtained from “the Department of State, the Office of International Affairs, other Service offices, or other credible sources, such as international organizations, private voluntary agencies, news organizations, or academic institutions.” Question and Answer Series papers are one means by which information on human rights conditions in a country and/or conditions affecting given groups or individuals deemed “at risk” within a given country is presented to Asylum and Immigration Officers. Question and Answer Series papers are brief descriptions of conditions in countries based on information provided by the sources referred to above. They are prepared by expert consultants and/or the staff of the Resource Information Center, Immigration and Naturalization Service, U.S. Department of Justice. Question and Answer papers cannot be, and do not purport to be either exhaustive with regard to the country surveyed, or conclusive as to the merits of any particular claim to refugee status or asylum.
  • Ishmael Beah

    Ishmael Beah

    Ishmael Beah Ishmael Beah was born in Sierra Leone. He is the "New York Times" bestselling author of "A Long Way Gone, Memoirs of a Boy Soldier". His work has appeared in the "New York Times Magazine", "Vespertine Press", "LIT" and "Parabola" magazines. He is a UNICEF advocate for Children Affected by War and a member of the Human Rights Watch Children’s Advisory Committee. He is a graduate of Oberlin College, Ohio with a B.A in Political Science. FLYING WITH ONE WING By Ishmael Beah It was the first time she had seen her father weep. His body trembled as he walked onto a piece of land that was now consumed by grass. A tall cement pillar still stood on the far end of the land, bearing residues of smoke, rain, dust, and scars from sharp metals that had left visible holes of dark moments. He looked back at his daughter and managed to conjure a smile. He kicked in the grass to reveal some part of the remaining foundation. “This is where I use to sit, this was my classroom.” He placed his fingers on the ground. “This was my school. I can still hear our voices reciting the alphabet, greeting our teacher, ‘good morning Mr. Kanagbole.’ and running outside during break, screaming our desired positions for the football match that we played everyday.” He continued and sat on the ground. His daughter sat next to him. She was accompanying her father back to his home where he had always said the core of his heart still lived.
  • Sierra Leone, the Quest for Face Critical Challenges As They Embark on the Complex Tasks of Reconciliation, Peace and the Rebuilding of War-Torn Societies

    Sierra Leone, the Quest for Face Critical Challenges As They Embark on the Complex Tasks of Reconciliation, Peace and the Rebuilding of War-Torn Societies

    The Quest for Sustainable POST-CONFLICT AFRICAN STATES such as Sierra Leone, The Quest for face critical challenges as they embark on the complex tasks of reconciliation, peace and the rebuilding of war-torn societies. Conflict transformation ultimately depends on the Sustainable Development democratisation of society, in ways that promote equitable inclusiveness in the political process, social justice and the promotion of citizenship rights. and Peace This collection of three essays explores the significance of Democracy, Development and Peace Sierra Leone’s 2007 elections in the light of the quest of the people for a democracy that is responsive to social demands, welfare and popular aspirations. It provides first- hand information and analysis of the struggles of the Sierra Leonean citizens to overcome the legacy of a traumatic past, by using their vote to sanction bad governance, and choose a path to a good life and sustainable democracy as the most viable guarantee for peace and development. CONTRIBUTIONS BY Fantu Cheru, The Nordic African Institute Osman Gbla, University of Sierra Leone The 2007 A.B. Zack-Williams, University of Central Lancashire Zubairu Wai, York University Sierra Leone Elections Edited by A.B. Zack-Williams ISBN 978-91-7106-619-0 Nordiska Afrikainstitutet With a Foreword by Fantu Cheru The Nordic Africa Institute P.O. Box 1703 SE-751 47 Uppsala, Sweden www.nai.uu.se P O L IC Y DI AL O G UE N O . 2 THE NORDIC AFRIC A In S T I T U T E The Nordic Africa Institute (Nordiska Afrikainstitutet) is a center for research, documentation and information on modern Africa in the Nordic region.
  • A Vision for Sierra Leone

    A Vision for Sierra Leone

    Transcript A Vision for Sierra Leone Rtd. Brig. Julius Maada Bio SLPP Presidential Nominee for the 2012 Elections Chair: Alex Vines Research Director, Area Studies and International Law; and Head of Africa Programme, Chatham House 10 May 2012 The views expressed in this document are the sole responsibility of the author(s) and do not necessarily reflect the view of Chatham House, its staff, associates or Council. Chatham House is independent and owes no allegiance to any government or to any political body. It does not take institutional positions on policy issues. This document is issued on the understanding that if any extract is used, the author(s)/ speaker(s) and Chatham House should be credited, preferably with the date of the publication or details of the event. Where this document refers to or reports statements made by speakers at an event every effort has been made to provide a fair representation of their views and opinions, but the ultimate responsibility for accuracy lies with this document’s author(s). The published text of speeches and presentations may differ from delivery. Transcript: A Vision for Sierra Leone Rtd. Brig. Julius Maada Bio: Please permit me on behalf of my Party, the Sierra Leone People’s Party (SLPP), to first and foremost thank the United Kingdom (UK) Government for its continued support to Sierra Leone and for helping my country through our numerous difficulties, including support to re-establish peace after a devastating war and for our post-war reconstruction. I would also like to say that there I am very aware many of you would like to ask questions.
  • Transformational War Literature for Young People

    Transformational War Literature for Young People

    Chloë Hughes Swords into Words: Transformational War Literature for Young People Young People and War orn in the early 1960s in the United Kingdom, I entered the world at a relatively stable and peaceful time in British history. My parents, however, grew up in the thick of World War II and their stories of the Blitz, interruptedB schooling, rationing, compulsory evacuations, and loved ones lost in combat are with me still. On September 3rd 1939, my father, aged eight, was playing outside in the late summer sunshine, sporting a cowboy holster and spud-gun on a leather belt. The next door neighbors invited his family to hear an important announcement by Prime Minister Neville Chamberlain on their prized radio. It was the British Declaration of War. Just over a year later, an air-raid siren sounded and, as my father hurried to a communal shelter, the bright sunlight was soon obscured by planes emblazoned with swastikas. My father’s family lived near Portsmouth, home to a large naval base and a regular target for bombing raids by the Luftwaffe. Over 10,000 incendiary bombs fell in a single night destroying nearby houses and my father’s elementary school. As if the enemy attacks were not enough, terrifying noises from anti-aircraft “ack-ack” guns tore the sky apart, and search lights from barrage balloons crisscrossed the dismal night. Every member of my father’s family was involved in World War II. My father’s father, born in 1881, had served throughout the Great War in Flanders and spent 22 years in the artillery before working as a gate policeman at an ordnance depot.
  • THE REBEL WAR YEARS WERE CATALYTIC to DEVELOPMENT in the SOCIAL ADVANCEMENT of WOMEN in POST-WAR SIERRA LEONE” a Dissertation in Fulfilment for the Award Of

    THE REBEL WAR YEARS WERE CATALYTIC to DEVELOPMENT in the SOCIAL ADVANCEMENT of WOMEN in POST-WAR SIERRA LEONE” a Dissertation in Fulfilment for the Award Of

    St. Clements University “THE REBEL WAR YEARS WERE CATALYTIC TO DEVELOPMENT IN THE SOCIAL ADVANCEMENT OF WOMEN IN POST-WAR SIERRA LEONE” A Dissertation In fulfilment For the Award of DDooccttoorr oo ff PPhhiilloossoopphhyy Submitted by: Christiana A.M. Thorpe B.A. Hons. Modern Languages Master of University Freetown – Sierra Leone May 2006 Dedication To the Dead: In Loving memory of My late Grandmother Christiana Bethia Moses My late Father – Joshua Boyzie Harold Thorpe My late Brother Julius Samuel Harold Thorpe, and My late aunty and godmother – Elizabeth Doherty. To the Living: My Mum: - Effumi Beatrice Thorpe. My Sisters: - Cashope, Onike and Omolora My Brothers: - Olushola, Prince and Bamidele My Best Friend and Guide: Samuel Maligi II 2 Acknowledgements I am grateful to so many people who have been helpful to me in accomplishing this ground breaking, innovative and what is for me a very fascinating study. I would like to acknowledge the moral support received from members of my household especially Margaret, Reginald, Durosimi, Yelie, Kadie and Papa. The entire membership and Institution of the Forum for African Women Educationalists (FAWE) Sierra Leone Chapter has been a reservoir of information for this study. I thank Marilyn, Gloria and Samuel for their support with the Secretariat and research assistance. To the hundreds of interviewees for their timely responses, trust and confidence, I will ever remain grateful. To daddy for the endless hours of brainstorming sessions and his inspirational support. Finally I would like to convey my gratitude to Dr. Le Cornu for his painstaking supervision in making this study a reality.
  • Particular Social Group, Child Soldiers, and the Failure of U.S

    Particular Social Group, Child Soldiers, and the Failure of U.S

    Florida State University Law Review Volume 38 Issue 3 Article 5 2011 Lost in Doctrine: Particular Social Group, Child Soldiers, and the Failure of U.S. Asylum Law to Protect Exploited Children Tessa Davis [email protected] Follow this and additional works at: https://ir.law.fsu.edu/lr Part of the Law Commons Recommended Citation Tessa Davis, Lost in Doctrine: Particular Social Group, Child Soldiers, and the Failure of U.S. Asylum Law to Protect Exploited Children, 38 Fla. St. U. L. Rev. (2011) . https://ir.law.fsu.edu/lr/vol38/iss3/5 This Note is brought to you for free and open access by Scholarship Repository. It has been accepted for inclusion in Florida State University Law Review by an authorized editor of Scholarship Repository. For more information, please contact [email protected]. FLORIDA STATE UNIVERSITY LAW REVIEW LOST IN DOCTRINE: PARTICULAR SOCIAL GROUP, CHILD SOLDIERS, AND THE FAILURE OF U.S. ASYLUM LAW TO PROTECT EXPLOITED CHILDREN Tessa Davis VOLUME 38 SPRING 2011 NUMBER 3 Recommended citation: Tessa Davis, Lost in Doctrine: Particular Social Group, Child Soldiers, and the Failure of U.S. Asylum Law to Protect Exploited Children, 38 FLA. ST. U. L. REV. 653 (2011). LOST IN DOCTRINE: PARTICULAR SOCIAL GROUP, CHILD SOLDIERS, AND THE FAILURE OF U.S. ASYLUM LAW TO PROTECT EXPLOITED CHILDREN TESSA DAVIS∗ ABSTRACT Exploited and persecuted, child soldiers live lives dominated by violence, fear, and death. Very few will find security within their own nations or abroad. Subjected to exclusionary bars or rigid interpretations of the particular social group ground for asylum, U.S.