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

Grade Level: 9-12 

Subject: Geography / History / Ethnic Studies / English Language Arts

Duration: 3 class periods

Essential Question: How does the strategic location of Somalia influence its economic development and international relations?

 

Learning Objectives:

  1. Students will understand the geographical significance of Somalia and its historical context.
  2. Students will be able to analyze how Somalia’s location has influenced its economic and cultural development.
  3. Students will discuss the implications of Somalia’s strategic location on international relations, particularly in relation to U.S. interests.

Standards:

  • Geography

Places and Regions: Describe places and regions, explaining how they are influenced by power structures. 

Benchmark: Identify the primary factors influencing the regional pattern of economic activities from a local to a global perspective. (9.3.14.2)

  • History 

Context, Change, and Continuity: World History Era 3: Interregional Networks and Exchange (700-1500). 

Benchmark: Evaluate narratives about the creation and influence of trade networks connecting Asia, Europe, and Africa. (9.4.18.3)

  • Ethnic Studies

Identity: Analyze the ways power and language construct the social identities of race, religion, geography, ethnicity, and gender. Apply these understandings to one’s own social identities and other groups living in Minnesota, centering those whose stories and histories have been marginalized, erased, or ignored.

Benchmark: Examine the impact of U.S. imperialism and foreign policy on immigration patterns. (9.5.23.5)

  • English/Language Arts

Writing: Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences. 

Benchmark: Formulate self-generated questions that guide inquiry to solve a problem, generating additional questions for further research and investigation. (9.2.7.1)

Materials:

Lesson 2.1:  Introduction to Somalia’s Geography and History

Note: “DOK” throughout refers to Dept of Knowledge questions (Level 1: recall; Level 2: skills and concepts; Level 3: strategic thinking; Level 4: extended thinking)

 

Estimated Time

Content

Materials

2 mins.

Introduction

Share Essential Question: How does the strategic location of Somalia influence its economic development and international relations? 

… and Learning Targets:

  • I can explain the strategic significance of Somalia’s location and geography, focusing on its impact on trade, cultural exchange, and geopolitical dynamics. 

  • I can explain how these factors influence Somalia’s economic development and international relations.

Slide #1, #2

15 mins.

DOK 3

DOK 4

DOK 4

DOK 1

DOK3

DOK 4

Warm-Up//Pair Share (“Ignite”)

Have students stand in two lines, facing each other. 

Ask: Why do we use the term “strategic” in discussing Somalia’s location? What makes it “strategic”? (Get students thinking about prior day’s exploration of Somalia’s location and natural resources).

Ask: What geographic features stand out to you in the U.S.? (e.g. that we are in the northern hemisphere; that we have only north and south border countries; that we are large; that the Mississippi runs the length of the country, emptying into the Gulf of Mexico, etc.)

Have students share distinctive U.S. features with the larger group

Large Group Discussion:

Ask: How do these features affect our relationships with other countries? (e.g. that the U.S. is a world power; that we can thus often determine trade policies, etc.)

Ask students what they know so far about Somalia and its location. (e.g. that it’s on the Horn of Africa; its proximity to the Middle East; its long coastline, etc.). Ask them how these features might affect their trade and foreign relations?

Ask why we need to consider these attributes of Somalia?

What do the students think other U.S. students should know about Somalia and why? Who would they address these concerns to? (especially given the recent challenges of migration to the U.S. and threats to Ethnic Studies).

Space for students to stand in a line, facing one another.

Slide #3

Slide #4

10 mins.

Background (“Chunk”)

  • Note Somalia’s geographical borders (Djibouti, Kenya, Gulf of Aden, Indian Ocean, and Ethiopia).
  • Note Somalia’s historical context, including the Paleolithic Age and trade relations with Egypt and India. (See: background info to lesson.)
  • Highlight the significance of the cinnamon trade and the impact of the Suez Canal on Somalia’s role in global trade.

Slide #5

20 mins.

Group Activity (“Chew”)

  • Divide students into small heterogeneous groups. Provide each group with maps and historical data.
  • Task each group with creating a visual representation (poster or digital presentation) that illustrates Somalia’s geographic significance and major trade routes.

Differentiation strategy: 

Roles within group (resource-finder; note-taker; illustrator; speaker(s) according to student strengths. Strive to not always have the note-take be female!

SEL rubric for behavior in group.

5 mins.

DOK 1

Quick Verbal Exit Ticket (“Review”):

One thing learned about Somalia’s strategic significance (from each group). Note that no repetition is allowed, so the advantage to going first is obvious!

  

15 mins (outside of class)

DOK 4

Homework Assignment (Optional Extension)

  • Have students read an article on Somalia’s cultural interactions with neighboring countries. Ask them to make a case for what they think might be next for Somalia. What might future opportunities build on from the Somali landscape, natural resources, resilience of people, etc.?

Articles on Somalia’s cultural interactions with neighboring countries.

Formative Assessment: SEL rubric for behavior in group.

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