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

Duration: 1 class: 55 minutes

Essential Question:

Who are the Somali people, and how have their origins and historical developments shaped their identity and culture?

Learning Objectives:

  • Students will be able to Identify and describe the origins and cultural heritage of the Somali people.
  • Students will understand the historical development of Somalia as a nation-state.
  • Students will analyze the impact of migration and trade on Somali culture and the spread of Islam.
  • Students will understand the role of significant historical figures and events in shaping Somali identity.

Standards:

  • History

Context, Change, and Continuity: Ask historical questions about context, change and continuity in order to identify and analyze dominant and non-dominant narratives about the past.

Benchmark: World History Era 3: Interregional Networks and Exchange (700-1500): Evaluate narratives about the creation and influence of trade networks connecting Asia, Europe, and Africa.(9.4.18.3) 

Culture: Investigate how sense of place is impacted by different cultural perspectives.

Benchmark: Investigate one’s multiple identities based on location, place, culture, and in relation to others. (9.3.17.1) 

  • 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: Describe and analyze examples of how religions develop and change over time in response to differing social, historical, and political contexts, including, but not limited to Shamanism/Animism, Hinduism, Jainism, Buddhism, Sikhism, Judaism, Christianity, Islam, Indigenous religious traditions in African and the Americas, and African diasporic religions. (9.5.23.6)

  • 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 Needed:

 

Lesson 3.1: Who are the Somali People?

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)

 

Time

Content

Materials

2 mins.

Focus of Lesson (“Ignite”)

  • Pose the essential question: “What are the key factors that have influenced the origins, migrations, and settlements of the Somali people, and how do different theories explain their/our cultural and historical development?”
  • Ask students to read learning target: “I can analyze the origins, migrations, and settlements of the Somali people, distinguishing between different theories regarding their beginnings and understanding how historical movements and cultural exchanges have shaped Somali identity and society.”

Slide #1

Slide #2

Slide #3

5 mins.

DOK 1

DOK 4

Introduction:

Begin with a brief discussion asking students what they know about the Somali people and their cultural origins.

Ask: What do you KNOW? And what do you WONDER?

Slide #4 or K-W-L chart on whiteboard.

15 mins.

DOK 3

DOK 4

Origins of Somali People (“Chunk”)

Share key information on the theories of the origins of the Somali people: The Arabian Peninsula Theory and the African Indigenous Theory.

Share their classification as Eastern Cushites, connection to the Afro-Asiatic language family, and historical migration patterns influenced by Arab traders.

Ask the students, given what they know about Somalia’s geography and trade, which theory do they think they would support and why?

ALSO ask who/what makes a person Somali? Is it language? Religion? Ethnicity? 

Slide  #5

Slide #6

Slide #7

Slides #8, #9, #10, #11, #12

20 mins.

Group Research/Debate Activity (“Chew”)

Divide students into small groups. Assign each group a specific aspect of Somali origins or cultural heritage to research (e.g., Omo-Tana group, spread of Islam, significance of coastal towns like Saylac and Berbera). 

Have students prepare a brief (2-3 min.) presentation on their findings and have them conclude with which theory of migration their research supports.

Differentiation strategy: 

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

Slides #13-#18

10 mins.

Group Presentations: 

Each group presents its findings to the class. Encourage questions and discussions after each presentation.Take a classwide vote on which theory is dominant, given the students’ research.

  

3 mins.

DOK 4

Conclusion/Homework

Ask students to interview a family or community member about their own family’s origins – where their family has travelled from and to, including which theory of Somali migration they support and why. 

  

1 min.

Exit Ticket (“Review”)

Who they hope to interview and why.

T-Chart for note-taking

Assessment:

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