1. Revolutionary United Front & Child Soldiers

2.  Turn in homework
 Permission slips!!
 Get out your journal & ALWG Notes

3.  In chapter 10, 3 cultural traditions are
discussed: the story of Bra Spider, Beah’s
naming ceremony, and the burial of Saidu.
 What happens to cultural traditions during
wartime? Why are these important to Beah?

4.  Beah goes through a significant transition in
this chapter. What state of mind is he at in
the beginning, middle, and end of the
chapter?

5.  Fought and lost an 11 year war in Sierra
Leone
 Civil War from 1991-2002
 Did not openly support Marxism, leftist
(liberal) movements, nationalism, or fascism
 Transformed into a political party in 2007
 Surviving RUF leaders were committed of
war crimes against humanity in 2009

6.  “No more slaves, no more masters, power
and wealth to the people.”
 Estimated 10,000 child soldiers participated
in the war.

7.  What are child soldiers?

Internationally agreed definition – armed forces below age of 18
 Targeted children ages 8-12; as young as 5
 Used on front lines, participate in suicide
missions, and act as spies, messengers,
lookouts, cooks, or sexual service
 Both boys and girls are “recruited”

8.  Recall our discussion yesterday about Beah’s
state of mind at the end of chapter 11. How
did these events make Beah more vulnerable
to becoming a child soldier? Discuss the
tactics the Lieutenant uses to “recruit” young
refugees.

9.  Since 2000 nearly every armed conflict in
every region of the world has had reports of
participant child soldiers
 2/3 world states recognize and ban under 18
military service

10.  Child-soldier.org high risk locations:
 Chad
 Democratic Republic of Congo
 Myanmar
 Thailand
 United Kingdom (Voluntary Recruitment at 16)

11.  Common branding and disfigurement used to
mark soldiers
 Used amputations and rituals of betting and
violence
 Physical Control (Miners and voters)
 Intimidation & Reputation
 Training or Initiation
 "You don't hold your weapon against your
brother."

13.  Children are seen as
 Expendable
 plentiful
 cheap to maintain
 easily indoctrinated
 Indoctrination:
to teach (someone) to fully
accept the ideas, opinions, and beliefs of a
particular group and to not consider other
ideas, opinions, and beliefs

14. “Some of you are here because they have killed your
parents or families, others because this is a safe
place to be. Well, it is not that safe anymore. That is
why we need strong men and boys to help us fight
these guys, so that we can keep this village safe…
This is your time to revenge the deaths of your
families and to make sure more children do not lose
their families” (106).
 Logos? Ethos? Pathos? Why?


15.  After reading chapter 13-14, let’s look back to
chapter 12:
 Who do you believe killed the man and the
boy who decided to leave the village? Was it
the rebels or the soldiers, in order to make a
point?
 Why would the Lieutenant lie?
 Think about our themes we have been
working with.

16.  Describe the transformation that happens to
Beah on pages 118-120. Is he experiencing war
as he did in the earlier chapters? Explain.
 Write a well developed response to the question
above (1-2 paragraphs)
 Find 1-2 quotations to include in your response (you
may use your quote banks)
 It does not have to be a TBEAR paragraph but it is
always good to practice!