Course Content
Unit One: – Somali History & Geography
Somali Ethnic Studies is an interdisciplinary field of learning that explores the history, culture, identity, language, migration, social systems, and lived experiences of the Somali people across the Horn of Africa and throughout the global Somali diaspora. Designed to center Somali voices, perspectives, and narratives, Somali Ethnic Studies helps students develop a deeper understanding of Somalia’s rich historical legacy, cultural traditions, and contributions to regional and global society. It also examines the historical and contemporary challenges that have shaped Somali communities, including colonization, state formation, civil conflict, migration, displacement, and resettlement.
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LSN1 – (A) Introduction/How To Use This Curriculum
LSN1 – (B) Geographic & Climatic Landscape of Somalia
LSN1 – (C) Exploring the Geographic and Climatic Landscape of Somalia: Influences on Culture and Economy
Pretest of Information About Somalia
LSN2 – (A)The Strategic Location of Somalia
LSN2 – (B) Historical trade routes
LSN2 – (C-1) The Strategic Location of Somalia
LSN2 – (C-2) U.S. Interests and Geopolitical Implications
LSN2 – (C-3) Interests and Geopolitical Implications through the Eyes of a Somali-American Guest
LSN2 – (D) Strategic Location of Somalia
LSN2 – (E) Somalia’s Cultural Interactions with Neighboring Countries:
LSN3 – (A) Background: Origins, Movements, and Settlements of the Somali People
LSN3 – (B) Identity; Who Are the Somali People?
LSN3 – (C) Origins of Somalis
LSN4 – (A) Background; The Early Dynasties of Somalia
LSN4 – (B) The Early Dynasties of Somalia
LSN4 – (C) The Early Dynasties of Somalia
LSN5 – Imperialism Case Study: Somalia
LSN6 – Sayid Mohamed Abdulle Hassan: 
LSN7 – Colonization of Somalia
LSN8 – Somalia’s Journey to Independence
LSN9 – The Significance of Storytelling in Somali Culture
LSN10 – Formative & Summative Assessment Rubrics
Unit Two: – Introduction/How To Use This Curriculum
With this Somali Ethnic Studies curriculum, we aim to engage high school students – Somali-American and others – in what makes this Horn of Africa country so compelling. Whether it’s Somalia’s status as the first democratic republic in Africa; its geopolitical bridge between North and East Africa, Europe, the Middle East, and South Asia; precious minerals; rich fishing waters; its history of refuting colonization; or its predominantly oral culture, there is much to be learned from this country and its culturally diverse peoples. In general, the learning objectives for these units on history, geography, and culture are: Students will be able to describe at least three of the most significant developments in Somali history before and during colonization, and how they contribute to Somali-American experiences. Students will be able to describe the main features of the Somali landscape and how they affect Somali perspectives and practices. Students will be able to name at least four Somali products and perspectives that contribute to Somali-American identities. By the end of these two units on history, geography, and culture (which incorporate some exposure to Somali language as well) we expect that students will have gained an appreciation for the strengths and struggles of the Somali people, exploring the wisdom of an oral history captured in poetry, their abilities to settle and resettle in new lands, the roots of their entrepreneurialism, and their steadfast beliefs in family and faith that undergird the diaspora. With this background, we trust that students’ ability to compare and contrast the Somali experience with that of Somali-Americans, and identities of all sorts, will be better informed. These two units are an introduction to help better understand the current global issues: the aftermath of the Somali civil war, climate change, resettlement of a diaspora, predatory practices of neighboring countries’ terrorist organizations, and recovery from famine, as well as cultural strengths such as family, faith, and entrepreneurialism. We see the emergence of the concept of a “Greater Somalia” that reaches beyond its current borders. We plan to further develop this curriculum to include units on identity and political conflict (i.e., more recent Somali history) and are so grateful for your interest in these foundational chapters. How Tos Please consider this your invitation to adapt the curriculum. Make it your own! We have tried to provide enough context (in the form of “Backgrounders” for each lesson) so that even an educator who is not of Somali heritage feels comfortable with the material. Each lesson has a corresponding slide deck and related assessment materials. Group work is an opportunity for social and emotional learning, reflected the attendant student/teacher assessment. Guidance is also offered for differentiation of instruction and assessment. While we have offered estimated times for each activity, these are simply guidelines. Any lesson could be expanded or contracted. Even if your focus is not Somali Ethnic Studies, we hope that (for example) the writers’ workshop approach to capturing community leaders’ stories may prove relevant. While we strive to offer African-authored materials wherever possible, we also hope those resources – whether print or electronic – will only increase in the future. Unit One The first unit addresses geographical and historical aspects of Somalia and its people. We explore how climate and various push-and-pull factors influence Somali history and aided the Somalis in resisting colonization. The goal is to provide students with a comprehensive understanding of what Somalia looked like before colonization, during colonial times, and up to independence, so that future units on political conflict and identity are rooted in some basic understandings. Key themes included the concept of Greater Somalia (“Somali Wayn”) and the enduring issues created by colonial divisions, as well as the role of the Dervish movement and its leader, Sayyid Mohamed Abdulle Hassan, in challenging imperialism. We also examine the contributions of the Somali Youth League in leading Somalia toward independence. Unit Two In the second unit, we focus on Somali culture to help students understand daily interactions within the community, covering topics such as the role of traditional leaders (“hogaanka dhaqanka”) and the roles of women in governance, gender dynamics, marriage customs, values such as honor and generosity, and the significance of various types of Somali poetry and dance. Please note that this curriculum is a work in progress, and several themes and historical aspects are yet to be addressed. A forthcoming unit will focus on Somali identity, examining both the Somali community in Somalia and the diaspora. Another will delve into political conflict, addressing the Somali civil war and its underlying causes, including the effects of the Cold War on Somalia, the colonial legacy, piracy from a Somali perspective, media framing, and the emergence of Islamist ideologies and groups. We also will explore the contributions of the Somali diaspora, particularly in Minnesota and in Somalia, and are considering lessons on the clan system and its significance, the role of the Sufi sect in Somali history, and trade across the Indian Ocean. Thank you for delving in! We hope you discover helpful resources and that you will help us shape units to come. Table of Contents Unit 1: History and Geography Exploring the Geographic and Climatic Landscape of Somalia: Influences on Culture and Economy The Strategic Location of Somalia Origins of the Somali People The Early Dynasties of Somalia Imperialism The Dervish Resistance: Sayid Mohamed Abdulle Hassan and His Resistance Against Colonialism The Colonization of Somalia and Its Impact Somalia's Journey to Independence Elders' Storytelling Sessions Unit 2: Culture What is Culture? Exploring Somali Culture Marriage in Somali Culture Generosity and Honor Introduction to Somali Family and Kinship The Role of Elders Basic Etiquette in Somali Culture Somali Traditional Dances Somali Poetry
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LSN 1 – What is Culture?
LSN 2 – Exploring Somali Culture
LSN 3 – Marriage and Family
LSN 4 – Generosity and Honor
LSN 5 – Somali Kinship
LSN 6 – The Role of Elders in Somali Culture.
LSN 7 – Basic Etiquette in Somali Culture
LSN 8 – Somali Traditional Dance Overview
LSN 9 – Somali Poetry, Past and Present
Formative and Summative Assessment Rubrics
Somali Ethnic Studies

Geography of Somalia and Its Influences on Culture and Economy

Somalia is situated on the far eastern edge of Africa, in an area known as the Horn of Africa, which also encompasses Ethiopia and Djibouti. This strategic location is significant as Somalia shares borders with Kenya to the southwest, Ethiopia to the west, and Djibouti to the northwest. Covering an area of approximately 637,540 square kilometers (or 246,241 square miles), Somalia is comparable in size to the state of Texas. The diverse geography of Somalia includes plains, plateaus, and highlands, influencing the economic and cultural patterns of the country over time.

Currently, Somalia is divided into two main regions: Somaliland in the north and South Somalia. Additionally, there are three other regions where Somalis are predominantly located, which are not part of the current administrative structure of Somalia. These regions include Djibouti, the Ogaden Region (also known as Western Somalia), and the Northern Frontier Districts (NFD).  

In present-day Somalia, there are seven regions or federal member states: Somaliland, Puntland, Jubaland, South West Somalia, Hirshabelle, and Galmudug – born out of 18 regions before federalism.  The formation of the North East or Khatumo State is in process at the time of writing this piece. 

Somalia’s climate is predominantly arid and semi-arid, characterized by low precipitation levels. Despite this, the country is home to some significant rivers, notably the Shabelle and Juba rivers. The Shabelle River is the longest river in Somalia, stretching 702 miles, beginning in the highlands of Ethiopia and flowing into Somalia. During the rainy seasons, the Shabelle River converges with the Juba River, ultimately draining into the Indian Ocean. However, natural occurrences, such as evaporation, along with human activities like irrigation, can sometimes lead to the drying up of these rivers.

The terrain of Somalia is primarily composed of plateaus, plains, and highlands, with the Karkaar Mountains located in the far north near the Gulf of Aden. The weather in Somalia remains hot throughout the year, and most of the country experiences an arid to semi-arid environment with sparse rainfall.  

The climatic year in Somalia comprises four distinct seasons. The Gu (Spring) season, which is the rainy season, lasts from April to June. This is followed by the Xagaa (Summer) season, a dry period that extends from July to September. The second rainy season, known as Dayr (Autumn), occurs from October to December, while Jiilal (Winter) is the dry season that spans from January to March. During the Xagaa season, occasional showers may fall in the coastal zones, providing some respite from the heat.

In contrast, the northern meteorological seasons in the United States are structured differently: Spring runs from March 1 to May 31; Summer lasts from June 1 to August 31; Fall (autumn) extends from September 1 to November 30; and Winter runs from December 1 to February 28. This comparison highlights the differences in climatic patterns between Somalia and other regions, enriching our understanding of global weather systems.

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