Estimated Time

Content

Materials

5 mins.

DOK 2

Introduction (“Ignite”) 

Post this warm-up question in the room as a “do now” activity. Have students define “dynasty” in their own words. (They may think of the Kennedy family, the Madoffs, etc.)

Offer a brief overview of Somalia’s historical significance and the importance of its early dynasties*. 

(*Dynasty: In the context of Somali history, a dynasty refers to a ruling family from a specific lineage that held power and maintained a hereditary succession for a significant period within one of the historically powerful Somali kingdoms or sultanates.)

Pose the essential question to the class: “What were the key factors that led to the rise and fall of the sultanates/ kingdoms of Somalia, and how did they affect the country’s history?”

Ask student to read the learning target:

“I can describe the origins, movements, and settlements of the Somali people, analyze the cultural and historical developments that shaped Somalia as a nation-state, and evaluate the influence of external factors such as trade and colonialism on Somali identity and society.”

Slide #1

Slide #2

Slide  #3

2 mins.

DOK 1

DOK 3

The Role of Sufis and of the City of Mogadishu (“Chunk”)

Ask students if they know what a sufi is…?

(Sufi: Islamic mystics who were instrumental in the Islamization of Somalia’s interior, settling among nomadic communities, marrying local women, and introducing Islam to temper violence among the inhabitants.)

Also, ask if they can imagine what the Twin Cities might share in common with Mogadishu at that time? (Both were/are centers of commerce and trade, good transportation hubs due to rivers/water; concentration of population, etc.)

Slides #4, #5, #6

10 mins.

DOK 1-2

DOK 1

DOK 2

Dynasties/Sultanates of Somalia

Ask students if they know, or can guess, what a sultanate* is? (What does the root word, “sultan” mean?)

*(Sultanate: 1. a state or country governed by a sultan 2. the office, dignity, or power of a sultan.”)

Ask students if they know when the Middle Ages were… (approximately 500-1,500 CE) Share this video, up to 1:20, which offers a quick history of the sultanates in Somalia.

(Here’s a map of the sultanates.)

After the video, ask students what they think the geographical locations, leadership structures, cultural practices, and contributions to trade and society would be of the sultanates?

Then show this 2-min. TikTok video, which emphasizes the importance of the Sultanates to pre-colonial Somalia.

Slide #7

10 mins. 

DOK 3

Discussion (“Chew”)

Facilitate a discussion on the impact of trade routes and interactions with neighboring regions, including the influence of Arab traders and the role of coastal towns. 

Ask students what the students think the sultanates’ strengths and weaknesses might be.

15 mins.

Group Activity 

Divide students into small groups. Assign each group a specific dynasty to research. 

Dynasties or Sultanates, as known in Somalia

Here is another link.

1. Ajuran Sultanate
2. Adal Sultanate
3. Majeerteen Sultanate
4. The Geledi Sultanate
5. Sultanate of Ifat

They should identify key characteristics, notable leaders, and contributions to Somali culture and society. Each group will prepare a short presentation to share with the class.

Formative Assessment: on SEL implemented during group work.

5 mins.

Group Presentations

Each group presents its findings (1 minute per group). Encourage questions and discussions after each presentation to deepen understanding.

Summative Assessment: Evaluate group presentations for clarity and depth of information using the project/presentation rubric.

5 mins.

DOK 4

Homework: (“Review”)

Have students ask their families about the original region they’re from and the movements within or near Somalia before they came to the U.S. that may have affected their decision to migrate.