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

1. Background

After World War II, Somalia was divided into different parts controlled by Italy and Britain. The return of the Italian administration in southern Somalia was different from many other African colonies because it was under a United Nations (U.N.) agreement. This allowed Somalis to learn about politics and self-governance, which British Somaliland did not have.

2. Italian Administration and Trust Territory

The U.N. created the Italian Trusteeship Administration to help prepare southern Somalia for independence over ten years. This administration was responsible for improving political institutions, education, and the economy. However, the Somali Youth League (SYL), a political group, was suspicious of Italy’s intentions and protested against its actions.

3. Political Challenges

The SYL was worried that Italy might want to control Somalia again. When some SYL members were arrested, the group protested and asked for help from the U.N. For three years, there were conflicts until new development programs were introduced.

4. Development Programs

In 1954, Italy started development programs to boost agriculture, improve infrastructure, and expand education. By 1960, exports had tripled. Education also improved significantly; the number of students doubled, and many Somalis received secondary and technical education. However, there were challenges, such as the lack of a common language in schools.

5. Elections and Political Change

In 1956, the first elections were held in southern Somalia, leading to the creation of a Legislative Assembly. The SYL won a majority of the seats. This government began to focus on self-sufficiency and preparing for independence. Women gained the right to vote in 1958.

6. British Somaliland and Unification

In British Somaliland, efforts were made to improve education and political representation. Protests led Britain to agree to unify British Somaliland with southern Somalia. On June 26, 1960, British Somaliland gained independence, and on July 1, both territories unified to form the Somali Republic.

 

Political struggles, development efforts, and the merging of different territories marked the journey to independence for Somalia. The new government aimed to create a united and independent Somalia, setting the stage for future challenges and opportunities.

Exercise Files
2. Background_ Overview of Somali Independence and Greater Somalia.pdf
Size: 57.19 KB
3. Lesson Plan 8_ Somalia’s Journey to Independence.pdf
Size: 159.35 KB
4. Somali Women on Liberation Day_ July 1, 1960.pdf
Size: 97.10 KB
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