Estimated Time

Content

Materials

10 mins.

Pre-Test (“Ignite”)

Assure the students that this test will not be graded; it’s just to help establish how familiar they are with Somali history and geography – and Social/Emotional Learning.

Pre-test copies

PowerPoint Slide #1-#2

15 mins.

DOK 1

DOK 4

Introduction (“Chunk”)

Share Learning Targets by having a student read them aloud: 

“I can explain how Somalia’s geography influences its culture and economy, having examined the impact of its terrain, climate, and regional divisions on economic activities and cultural practices.”

Begin with an overview of Somalia’s location within the Horn of Africa. Consider using Google Earth for this intro. 

Ask students what they know about the region and its borders with Kenya, Ethiopia, and Djibouti. Record in the “K” column.

Then, referring to the map, ask:  “What do you wonder about this region?” Record this in the “W” column. (Students may begin to question political boundaries and/or have thoughts about colonization or climate change’s impacts at this point.) 

(At the end of class, leave time to record what the students have learned in the “L” column.)

Slide #3

K-W-L 3-column chart on whiteboardI think the 

10 mins.

DOK 3

Somalia’s Geography (“Chunk”)

Share information on Somalia’s geographical characteristics, using this one-minute video clip.

Note Coastline:

• Africa’s longest, which allows trade with the Middle East and East Asia.
• Ask: What else might be a part of the economy with this long coastline? (e.g. fishing)

Note Terrain:

• The Karkaar mountains are located in the far north near the Gulf of Aden. The “Surud Cad” or White Surud maintain range in Somalia’ Northeast region – near Ceerigaabo (Erigavo) reaches the highest elevation in the country, about 7,900 feet (2,408 meters).
• The climate is hot year-round, with most areas being arid to semi-arid and receiving little rain. Note also the long coast, rich fishing waters, and beaches such as Lido featured in the video.

Note Seasons:

• Like Minnesota, Somalia has four climatic seasons:
  • Gu (Spring): Rainy season from April to June.
  • Xagaa (Summer): Dry season from July to September, with coastal showers.
  • Dayr: (Autumn) Second rainy season from October to December.
  • Jiilal: (Winter)  Dry season from January to March.

Ask what part of the U.S. this climate might most resemble? Note its size (comparable to Texas), diverse terrain (plains, plateaus, highlands), and its strategic importance.

Point out the two main divisions of Somalia: Somaliland and South Somalia, along with the three additional regions (Djibouti, Ogaden Region, and Northern Frontier Districts). Ask what students can infer given these boundaries. (Perhaps some of the regional strife and forces of colonization.) These thoughts can land in the “W” (wonder) part of the K,W, L chart.

Slide #4 with 1-min. video overview on Somalia’s geography.

Surud Cad mountains link

Slide #5 

https://www.youtube.com/watch?v=92_s0G-vrOU. Share 6.45 mins of video on Somalia: “Where are Somalis? A Quick Tour of the Horn of Africa”  Please note the name of the Ogaden region is contested by some Somalis, who call that region western Somalia. Today, under the Ethiopian administration, it is called Somali State. 

OR use this video, which is more youth-friendly: https://www.youtube.com/watch?v=8TIrJADv7iE&t=253s 

15 mins.

DOK 2

DOK 3

DOK 4

Group Activity Role Play (“Chew”)

Check to see that students are familiar with Social and Emotional Learning Skills. Share with them that this is one of the ways they will be assessed for their engagement in class: their work in small groups. Share the rubric so that students are aware that they will assess themselves, as will the teacher.

Divide students into six small groups and assign each group a region/federal member state within Somalia: Puntland, Jubaland, South West Somalia, Hirshabelle, Galmudug, North East Somalia (North East is the newest member state and was formerly known as  Khatumo state).

Have each subgroup take on the identity of a region. Ask them to address (for example):: 

• What materials/natural resources do/don’t they have access to? 
• How might they interact with other regions? 
• Who is near – is this good or bad? 
• How could you strengthen your region?

(See: World Bank Climate Knowledge Portal: Historical Climate Data for Somalia; Britannica Kids: Overview of Somalia; Britannica: History of Somalia)

Their research may begin to reveal some of the impacts of colonization. If there were challenges, ask students to make a comparison to another part of the world whose strife may have been similar. 

Assessment: SEL Rubric (student copies)

Differentiation: Heterogeneous groupings of students. 

Roles within group (resource-finder; note-taker; illustrator; speaker(s) according to student strengths.

5 mins.

DOK 1, DOK 3

Exit Ticket (“Review”)

Have students offer at least one thing learned about Somalia and why this piece of information is meaningful to them. (to add to “L” column of chart).

Scrap paper for exit tickets.

Estimated Time

Content

Materials

5 mins.

Introduction/Warm-Up (“Ignite”)

To activate students’ prior knowledge, refer to the “L” column of the K, W, L chart, reflecting their exit ticket learnings from the previous session.

K,W,L chart

25 mins. @ 3-4 mins. Ea.

DOK 3 & 4

Group Presentations (to understand the current political map of Somalia).

Regroup students by presentation regions, the federal member states: Puntland, Jubaland, South West Somalia, Hirshabelle, Galmudug, North East Somalia (This is the newest member state and was formally known as  Khatumo state) and have students share their role plays of the areas, highlighting the questions from the previous day’s plan, as well as the area’s geography, population, and economic activities.

Encourage questions and discussions after each presentation.

Student access to projector

Assessment: Project/PresentationsEvaluate group presentations for understanding of Somalia’s geography, climate, and administrative divisions.

10 mins.

Introduction to Somalia’s Rivers (“Chunk”)

Point out that:

The Shabelle River originates in the highland area of Ethiopia and flows into Somalia.

• During the rainy seasons, it merges with the Jubba River and ultimately empties into the Indian Ocean.
• Natural phenomena, such as evaporation, along with human activities like irrigation, can sometimes result in the river drying up.

The Jubba River is the second-longest river in Somalia.

• Like the Shabelle River, it originates in Ethiopia.
• The Jubba River flows for approximately 624 miles.
• The surrounding regions are some of the most fertile in Somalia.

Other Somali rivers include:

• Awaso Ng’iro
• Dawa

Slides # 9, #10, #11, #12

Share 1 min. reel on Jubba River

 (Note to students that the narrator is speaking Somali; they will need to read subtitles.) 

Share 2-min. Video on Shabelle River “Flood Resilience and Community Cohesion in Jowhar” initiative that has led to conflict resolution. (Again, students will need to read subtitles.)

5 mins.

DOK 3

Intro to Produce and Wildlife of River Regions

Ask what students might expect for wildlife, given what they now know of the climate and geography of Somalia.

Slides #12 & #13

5 mins.

DOK 3-4

Discussion on Climate (“Chew”)

Facilitate a discussion on Somalia’s climate, focusing on its arid and semi-arid conditions, low precipitation levels, significant rivers, long coastline, beautiful beaches, and rich fishing waters. 

Ask how these factors might shape the culture and economy of the region.

DOK 2

Homework (“Review”) 

Comparative Analysis with Venn Diagram

Ask students to compare Somalia’s climate with another region in the U.S. focusing on seasons, temperature, and precipitation, using the article from Britannica – or other resources – for greater depth on Somalia.

Access to Britannica article on Somalia, specifically its section on climate.

Climate Venn Diagram