DOCSLIB.ORG

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah (2007) I. PLOT SUMMARY II. RATIONALE and LEARNING OBJECTIVES III. COMM

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah (2007) I. PLOT SUMMARY II. RATIONALE and LEARNING OBJECTIVES III. COMM Curriculum Rationale: Grade 10: Honors World Literature A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah (2007) The English Department has carefully evaluated A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah as a whole and deemed it worthy for the 10th grade World Literature curriculum. I. PLOT SUMMARY A Long Way Gone recounts the author’s childhood experiences during the civil war in Sierra Leone. This beautifully written account of a child soldier reveals the traits that make us human, and how that humanity can be lost under the influence of violent leaders. II. RATIONALE AND LEARNING OBJECTIVES We begin our exploration of this text by examining the historical and cultural contexts in which the story is situated. It offers students a first-hand, recent account of war conditions in another country and the persistent tragedy of child soldiers. Beah recounts his transition from a child running from war to a vicious soldier with eloquent metaphor and brutal honesty. A Long Way Gone will allow students to question who we name enemy and why. In this unit, students will look at figurative language and particularly personification of nature, metaphor and simile. Nature often represents Ishmael’s feelings or transformation. In addition, students will take note of how flashback impacts the reading of the text. Students will be evaluating Beah’s account as an anti-hero, and acknowledging the changes that bring the protagonist to lose his humanity. III. COMMON CORE STANDARDS Reading Standards for Literature Key Ideas and Details Grades 9-10 1. Read closely to determine what the text says 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly and to make logical inferences from it; explicitly as well as inferences drawn from the text. cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text 2. Determine two or more themes or central ideas of a text and analyze their development and analyze their development; summarize the over the course of the text, including how they interact and build on one another to produce key supporting details and ideas. a complex account; provide an objective summary of the text. 3. Analyze how and why individuals, events, and 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) ideas develop and interact over the course of a develop over the course of a text, interact with other characters, and advance the plot or text. develop the theme. Craft and Structure Grades 9-10 4. Interpret words and phrases as they are used 4. Determine the meaning of words and phrases as they are used in the text, including in a text, including determining technical, figurative and connotative meanings; analyze the cumulative impact of specific word choices connotative, and figurative meanings, and on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how 5. Analyze how an author’s choices concerning how to structure a text, order events within it specific sentences, paragraphs, and larger (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as portions of the text (e.g., a section, chapter, mystery, tension, or surprise. scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes 6. Analyze a particular point of view or cultural experience reflected in a work of literature the content and style of a text. from outside the United States, drawing on a wide reading of world literature Integration of Knowledge and Ideas Grades 9-10 Curriculum Rationale: Grade 10: World Literature 9. Analyze how two or more texts address 9. Analyze how an author draws on and transforms source material in a specific work (e.g., similar themes or topics in order to build how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws knowledge or to compare the approaches the on a play by Shakespeare). authors take. Range of Reading and Level of Text Grades 9-10 Complexity 10. Read and comprehend complex literary and 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and informational texts independently and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at proficiently. the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. IV. ADDRESSING SENSITIVE SUBJECTS Possible sensitive topics contained in A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah: violence, drug use, Post Traumatic Stress Disorder, language, and references to sexual violence. In the classroom, sensitive topics will be dealt with in a mature fashion, toward an understanding of why this material is included in the memoir. The English department feels that the literary merit of the memoir more than compensates for the inclusion of this sensitive subject matter. The student is encouraged to feel comfortable in expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns. Adapted From: http://ttbyl.net/a-long-way-gone-by-ishmael-beah/ Curriculum Rationale: Grade 10: Honors World Literature An Ordinary Man: An Autobiography of Paul Rusesabagina by: Tom Zoellner (2006) The English Department has carefully evaluated An Ordinary Man: An Autobiography of Paul Rusesabagina by: Tom Zoellner as a whole and deemed it worthy for the 10th grade World Literature curriculum. I. PLOT SUMMARY An Ordinary Man recounts the life of Paul Rusesabagina As Rwanda was thrown into chaos during the 1994 genocide. Rusesabagina, a hotel manager, turned the luxurious Hotel Milles Collines into a refuge for more than 1,200 Tutsi and moderate Hutu refugees, while fending off their would-be killers with a combination of diplomacy and deception. In An Ordinary Man , he tells the story of his childhood, retraces his accidental path to heroism, revisits the 100 days in which he was the only thing standing between his “guests” and a hideous death, and recounts his subsequent life as a refugee and activist II. RATIONALE AND LEARNING OBJECTIVES We begin our exploration of this text by examining the historical and cultural contexts in which the story is situated. It offers students a first-hand, recent account of war conditions in another country and the persistent tragedy of genocide and discrimination. This book will be read in conjunction with activities in World History 10, where students will not only understand the historical and cultural implications of genocide, but will receive a clear testimony of the proceedings. Students will examine the language and cultural implications within the text, and will evaluate Rusesabagina’s tale as it fits with the Hero’s Journey. Students will determine if Rusesabagina should be defined as a hero, or as An Ordinary Man , as he states. III. COMMON CORE STANDARDS Reading Standards for Literature Key Ideas and Details Grades 9-10 1. Read closely to determine what the text says 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly and to make logical inferences from it; explicitly as well as inferences drawn from the text. cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text 2. Determine two or more themes or central ideas of a text and analyze their development and analyze their development; summarize the over the course of the text, including how they interact and build on one another to produce key supporting details and ideas. a complex account; provide an objective summary of the text. 3. Analyze how and why individuals, events, and 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) ideas develop and interact over the course of a develop over the course of a text, interact with other characters, and advance the plot or text. develop the theme. Craft and Structure Grades 9-10 4. Interpret words and phrases as they are used 4. Determine the meaning of words and phrases as they are used in the text, including in a text, including determining technical, figurative and connotative meanings; analyze the cumulative impact of specific word choices connotative, and figurative meanings, and on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how 5. Analyze how an author’s choices concerning how to structure a text, order events within it specific sentences, paragraphs, and larger (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as portions of the text (e.g., a section, chapter, mystery, tension, or surprise. scene, or stanza) relate to each other and the whole. Curriculum Rationale: Grade 10: World Literature 6. Assess how point of view or purpose shapes 6. Analyze a particular point of view or cultural experience reflected in a work of literature the content and style of a text.
Load more

Recommended publications
  • 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.
    [Show full text]
  • Rationale (Used for Novels Only) Summer Reading Unit 1 Book Title: Lord of the Flies Grade Level and Audience / Age Appropriat
    Rationale (used for novels only) Summer Reading Unit 1 Book Title: Lord of the Flies Grade Level and Audience / Age Plot Summary: Appropriateness: Marooned on a tropical island, a group of British schoolboys are left to fend for themselves, unsupervised by any adults. At first, the boys enjoy their freedom, playing and exploring the island, but soon the group splits into 10th grade Pre-AP and Academic English two factions -- those who attempt to preserve the discipline and order they had learned from society, and those who choose to give in to every instinct and impulse, no matter how barbaric. Literary Merit: Lord of the Flies has been a perennial favorite since its first publication in 1954, and this excellent novel is a deserved staple of school reading lists. Golding keeps his prose unadorned and straightforward, and the result is a page-turning entertainment, as well as a highly thought-provoking work of literature. Sensitive Subject in the Text/Possible How Sensitive Subjects and Possible Objections Will be Handled in Class: Objections: Novels that contain ideas worthy of rich discussion and writing often deal with sensitive subject matter. If a Brief Scenes of Violence parent/guardian is concerned about the subject matter in any novel, we encourage the following: Bullying Death read the novel in its entirety meet with the teacher to discuss the how and why the novel will be taught in the class (phone or in person) If the parent, guardian, or student still objects to the content of the novel, the students will read an alternative text.
    [Show full text]
  • This Is My Story
    International Review of the Red Cross (2019), 101 (911), 459–479. Children and war doi:10.1017/S1816383120000120 “This is my story”: Children’s war memoirs and challenging protectionist discourses Helen Berents Helen Berents is an Australian Research Council DECRA Fellow and Senior Lecturer in the School of Justice, Faculty of Law, Queensland University of Technology, Brisbane, Australia. Abstract Protectionist frames of children as passive, uncomprehending victims characterize the international architecture of responding to children in war. However, stories such as those in children’s war memoirs draw attention to the agency and capacity of children to negotiate and navigate distinct traumas and experiences in war. Children experience particular vulnerabilities and risks in conflict zones and their potential as contributors to the solutions to war must also be taken seriously. Children’s authoritative voices in memoir writing reveal the limitations of protectionist- dominated approaches and offer a rationale for taking the participatory elements of international humanitarian mechanisms and responses to conflict more seriously. Such a move may help address the comprehensive silencing of children’svoicesinthe institutional architecture concerned with children in war. © icrc 2020 459 H. Berents Introduction “Who is Malala?” [the man] demanded. … My friends say he fired three shots, one after another. … By the time we got to the hospital my long hair and Moniba’s lap were full of blood. Who is Malala? I am Malala and this is my story.1 So concludes the prologue to I Am Malala, the memoir of Malala Yousafzai, the Pakistani girl who campaigned for education in the Swat Valley and was shot by the Taliban at age 15 in October 2012.
    [Show full text]
  • The Child's Voice As a Narrative Critique in African Ex-Child
    THE CHILD’S VOICE AS A NARRATIVE CRITIQUE IN AFRICAN EX-CHILD SOLDIER MEMOIRS Thesis Submitted to The College of Arts and Sciences the UNIVERSITY OF DAYTON In Partial Fulfilment of the Requirements for The Degree of Master of Arts in English By Julius Maingi Muthusi, M.A. Dayton, Ohio May 2019 THE CHILD’S VOICE AS A NARRATIVE CRITIQUE IN AFRICAN EX-CHILD SOLDIER MEMOIRS Name: Muthusi, Julius Maingi APPROVED BY: Thomas Wendorf, Ph.D. Capstone Advisor Committee Chair Kara Getrost, Ph.D. Faculty Advisor Thomas Morgan, Ph.D. Faculty Advisor Associate Professor Tereza Szeghi, Ph.D. Associate Professor Director of Graduate Studies ii ABSTRACT THE CHILD’S VOICE AS A NARRATIVE CRITIQUE IN AFRICAN EX-CHILD SOLDIER MEMOIRS Name: Muthusi, Julius Maingi University of Dayton Advisor: Br. Thomas Wendorf, Ph.D. African Ex-Child Soldier Memoirs to some extent have been viewed as humanitarian texts that raise sympathy or even funds from readers to enhance child rights initiatives. Such initiatives have been noble and worthy. However, my literary analysis research goes beyond the humanitarian reception, to examine how the use of the child’s voice functions as a narrative critique of a distorted adult world. Exploring Ishmael Beah’s A Long Way Gone and Senait Mehari’s Heart of Fire, I examine how these authors employ a blend of aesthetic invention, remembered and experienced history inherent in the child’s voice within their narratives. My interpretive work involves tracing the political, social and economic histories of authors’ native spaces; examining functions and effects of child narrators; and understanding memory reconstruction paradigms and the functions of storytelling in confronting trauma.
    [Show full text]
  • References: Child Soldiers
    1 References: Child Soldiers Books Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier (Farrar, Straus, Giroux, 2008). Bok, Francis. Escape from Slavery: The True Story of My Ten Years in Captivity and My Journey to Freedom in America (St. Martin's Griffin, 2004). Brett, Rachel and Irma Specht. Young Soldiers: Why they Choose to Fight (Lynne Rienner Publishers, Inc., 2004). Briggs, Jimmie. Innocents Lost: When Child Soldiers Go to War (Basic Books, 2005). Dallaire, Romeo. They Fight Like Soldiers, They Die Like Children: The Global Quest to Eradicate the Use of Child Soldiers (Random House, 2010). Denov, Myriam. Child Soldiers: Sierra Leone's Revolutionary United Front (Cambridge University Press, 2010). de Temmerman, Els. Aboke Girls, Children Abducted in Northern Ugan da (Fountain Publishers, 1995). Dunson, Donald. Child, Victim, Soldier: The Loss of Innocence in Uganda (Orbis Books, 2008). Eichstaedt, Peter. First Kill Your Family: Child Soldiers of Uganda and the Lord's Resistance Army (Lawrence Hill Books, 2009). Gates, Scott and Simon Reich. Child Soldiers in the Age of Fractured States (University of Pittsburgh Press, 2009). Honwama, Alcinda. Child Soldiers in Africa (University of Pennsylvania Press, 2007). Jal, Emmanuel. War Child: A Child Soldier's Story (St. Martin's Griffin, 2010). Kahn, Leora. Child Solders (PowerHouse Books, 2008). London, Charles. One Day the Soldiers Came: Voices of Children in War (Harper Perennial, 2007). McDonnell, Faith. Girl Soldier: A Story of Hope for Northern Uganda's Children (Chosen Books, 2007). Rosen, David M. Armies of the Young: Child Soldiers in War and Terrorism (Rutgers University Press, 2005). Singer, P.W.
    [Show full text]
  • Confronting Sexism in Armed Conflict Through Gender-Aware Disarmament, Demobilization, and Reintegration
    Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2019 “Insignificant Exceptions”: Confronting Sexism in Armed Conflict through Gender-aware Disarmament, Demobilization, and Reintegration Payson A. Ruhl Claremont McKenna College Follow this and additional works at: https://scholarship.claremont.edu/cmc_theses Part of the International Relations Commons Recommended Citation Ruhl, Payson A., "“Insignificant Exceptions”: Confronting Sexism in Armed Conflict through Gender-aware Disarmament, Demobilization, and Reintegration" (2019). CMC Senior Theses. 2111. https://scholarship.claremont.edu/cmc_theses/2111 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Claremont McKenna College “Insignificant Exceptions”: Confronting Sexism in Armed Conflict through Gender-aware Disarmament, Demobilization, and Reintegration submitted to Professor Jennifer Taw by Payson Ruhl for Senior Thesis Fall 2018 and Spring 2019 April 29, 2019 1 Abstract This thesis examines the intersection between sex, gender, and armed conflict through an analysis of the female combatant experience. It combines anecdotal evidence and quantitative data from various armed conflicts within the past 50 years to reveal how sexism and gendered conceptions of war influence all aspects of the experience of women and girl combatants. Recognizing sexism as a major player in the recruitment, wartime treatment, demobilization, and reintegration of women and girl combatants, it identifies disarmament, demobilization, and reintegration programs as intervention points where gender-aware planning and implementation can improve outcomes for female combatants in the transition to peace. 2 Acknowledgments I would like to devote this page to expressing my gratitude to all who made this thesis possible.
    [Show full text]
  • Justice & Injustice
    Justice & Injustice "Power, at its best, is love implementing the demands of justice; justice, at its best, is love correcting everything that stands against love." -Dr. Martin Luther King Jr. For as long as space endures and for as long as living beings remain, until then may I too abide to dispel the misery of the world. -The Dali Lama As part of our investigation of Justice and Injustice, we need to examine our own experiences of Justice and Injustice. Pre-writing/Discussion Questions: What have your own encounters with justice and/or injustice been? How have we reacted and acted in these situations? What have we learned from these circumstances? Have we ever acted justly? Unjustly? What do we believe justice and injustice are? What role will justice and injustice play in our lives? Will we fight for justice? Where can we find hope in a world so filled with injustices? Example of Injustice in the world today--- “A Former Child Soldier Tells His Story” by Caitlin A. Johnson. An excerpt of A Long Way Gone." (CBS) To be a boy forced to bear arms in an adult conflict is to be a prisoner of war of a terrible kind. Ishmael Beah, 26, went through that extraordinarily horrific struggle as a child in Sierra Leone. He details his story of survival in the new book, A Long Way Gone. "'We must strive to be like the moon,' an old man in Kabati repeated this sentence often," Ishmael Beah read from his book for the Early Show co-anchor Harry Smith.
    [Show full text]
  • Struggling the Beast. Child Soldiers in Uzodinma Iweala's Beasts of No Nation and Ishmael Beah's a Long Way G
    Gesellschaft zur Förderung wissenschaftlicher Forschung und Publikation www.begutachtet.at [email protected] Ulrich Pallua: Struggling the Beast. Child Soldiers in Uzodinma Iweala’s Beasts of No Nation and Ishmael Beah’s A Long Way Gone: Memoirs of a Boy Soldier, in: Thomas Spielbuechler/Markus Wurzer (Hg.): Afrika – Zugänge und Einordnungen. Afrikaforschung in Österreich, Linz 2017, S. 139–148. Dieser Artikel ist Teil eines Sammelbandes als Ergebnis der der Konferenz Afrika – Zugänge und Einordnungen, die vom 17. bis 18. November 2016 an der Johannes Kepler Universität Linz stattfand. Online abrufbar unter: http://epub.jku.at/nav/classification/1479225 ----------------------------------------------------------------------------------------------------------------- The online version of this and other articles can be found at the Repository of the Johannes Kepler University, Linz <http://epub.jku.at/nav/classification/1479225> Begutachtet.at is an open-access platform at the library of the Johannes Kepler University, Linz. Papers may be copied, distributed, displayed, performed and modified according to the Creative Commons Attribution ShareAlike 4.0 (CC BY-SA 4.0). Struggling the Beast Child Soldiers in Uzodinma Iweala’s Beasts of No Nation and Ishmael Beah’s A Long Way Gone: Memoirs of a Boy Soldier Ulrich Pallua1 ABSTRACT: Uzodinma Iweala’s Beasts of No Nation from 2005 and Ishmael Beah’s A Long Way Gone: Memoirs of a Boy Soldier from 2007 both deal with war and the traumatizing experience of child soldiers. Referring to Freud’s Moses and Monotheism, Stonebridge claims, ‘identity begins with a trauma, a wound in the psyche of which we cannot speak, but upon which we nonetheless fixate in our imperfect memories, fictions, repetitions, and compulsions.’ 2 In the paper I will analyse how war forces Agu in Beasts of No Nation and Ishmael Beah in A Long Way Gone: Memoirs of a Boy Soldier to leave childhood behind and how violence, killing, and sexual abuse profoundly impact on the boys’ rehabilitation process.
    [Show full text]
  • A LONG WAY GONE Memoirs of a Boy Soldier
    SARAH CRICHTON BOOKS / FARRAR, STRAUS AND GIROUX READING GROUP GUIDE A LONG WAY GONE Memoirs of a Boy Soldier by Ishmael Beah “Told in clear, accessible language by a young writer with a 978-0-374-10523-5 • 0-374-10523-5 gifted literary voice, this memoir seems destined to become 240 pages a classic firsthand account of war and the ongoing plight of child soldiers in conflicts worldwide.” —Publishers Weekly (starred review) ABOUT THIS GUIDE The questions and discussion topics that follow are designed to enhance your read- ing of Ishmael Beah’s A Long Way Gone. We hope they will enrich your experience as you explore his inspiring, infinitely valuable story. e r e d a M n h o J INTRODUCTION 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 coura- geously 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.
    [Show full text]
  • A Long Way Gone Reading Guide
    Author Information ‐ Ishmael Beah A Long Way Gone Reading Guide Ishmael Beah was born in Sierra Leone in 1980. He moved to the United States in 1998 and finished his last two years of high school at the United Nations International School in New York. In 2004 he graduated from Oberlin College with a B.A. in political science. He is a member of the Human Rights Watch Children’s Rights Division Advisory Committee and has spoken before the United Nations, the Council on Foreign Relations, and the Center for Emerging Threats and Opportu‐ nities (CETO). His work has appeared in VespertinePress and LIT magazine. He lives in New York City. – Macmillan Academic Synergy: A Long Way Gone ‐ Awards and Distinctions UNCW’s Common Reading Experience National Book Critic Circle Award Fall 2009 Selection Winner of the Alex Award A Quill Book Award Finalist A Long Way Gone is a powerful personal account of war and A New York Times Notable Book of the Year violence, redemption and hope. It was selected for its A Time Magazine Best Book of the Year potential to spark passionate discussions and to increase A Newsweek Favorite Book of the Year awareness of global issues. Read along with UNCW TIME 100 Best Novels (1923­Present) students, faculty, and staff and participate in events and discussions throughout the Fall 2009 semester. The UNCW Common Reading Experience supports the university mission of integration of teaching, research, and “Everyone in the world should read this book . We should read it to service and the stimulation of intellectual curiosity, imagination, learn about the world and about what it means to be human.” critical thinking, and thoughtful expression.
    [Show full text]
  • A Long Way Gone": Child Soldiers and the Paradox of Law and Culture Within the Nation State
    “A Long Way Gone:” Child Soldiers and the Paradox of Law and Culture Within the Nation State BY LISA MAHLUM* “Children, for whom fighting is the only thing they know, for whom war is a normal way of life, or their only way to earn the money they need to survive and to ensure their place in a group, are lost when it comes to the cause for peace and development. They are small time bombs that threaten the stability and growth of their countries, not to mention those of neighboring countries and beyond. Doing nothing to try to address this issue would be morally unacceptable and politically irresponsible. But what can we do?” - Philippe Douste-Blazy Opening Address at “Free Children from War” Conference 007 * Lisa Mahlum is a graduating senior in the Honors College at University of Washington, majoring in history and minoring in human rights. She is a 2006-2007 Mary Gates Research Scholar and recipient of the 2007 Thomas Powers Prize for Best Undergraduate History Research Paper. She is currently a senior editor for the Washington Undergraduate Law Review. After finishing her undergraduate degree, Lisa plans to take a year off to work before attending law school in Fall 2008, after which she hopes to pursue a career in corporate law. This paper was originally submitted to a class on refugee and asylum law, taught by Arzoo Osanloo at the University of Washington. 46 Washington Undergraduate Law Review • Vol I, Issue 1 • Spring 2007 INTRODUCTION……………………………………………………………………46 I. INTERNATIONAL DISCOURSE ON CHILDREN’S RIGHTS AND THE EFFORTS TO PROTECT THE RIGHTS OF CHILD SOLDIERS………………………………………………………47 II.
    [Show full text]
  • Discussion Questions for a Long Way Gone: Memoirs of a Boy Soldier 1
    Discussion Questions for A Long Way Gone: Memoirs of a Boy Soldier 1. A Long Way Gone has been heralded as “one of the most important war stories of our generation.” The book is a memoir about the children who are trapped in a cycle of brutality and abuse during the Sierra Leone civil war. At its core, however, it is also a story about community, family, and survival. Would you consider A Long Way Gone a war story? Why or why not? Why should this be an important story for our generation? What lessons should we learn from this story? 2. Ishmael Beah opens his memoir with a dialogue between his American high school friends and himself in New York. What is their perspective on war? How does it compare to the perspective that Beah provides in the book? Are there similarities in how they view war? 3. Although most of the book’s events occur in Sierra Leone, American culture is a pervasive theme in the memoir and in the author’s life. What positive influences does American culture have on Beah? Negatives? a. What role does rap and hip hop play in Beah’s life? On more than one occasion hip hop saves Beah’s life. How? Consider pages 38, 67, and 169. b. Throughout the book, the children imagine themselves as Rambo. Rambo is a movie about a Vietnam War veteran who returns to America after the war and is unable to separate his Vietnam War experience from reality. What role do American movies play in child soldiering? c.
    [Show full text]