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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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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Somali Ethnic Studies

Background: Family (Kinship)

A Somali’s family is the most important aspect of any Somali’s life. It forms the basis of people’s support networks, with relatives being mutually reliant on one another. The “family” itself refers to an expansive kinship network, including extended family members. Each family kinship group also belongs to a broader clan and sub-clan(s) based on their shared ancestry with other Somalis. All clan affiliations are inherited through the father’s lineage.  

Family Dynamics

Somali families are very collectivist with communal responsibilities. For example, the whole family and community is considered to be responsible for a child’s parenting and upbringing. It is commonplace and accepted for a Somali child to be disciplined by another adult in the community who is not their parent.

Families often pool their resources and wealth so that everyone can meet collective needs. Relatives in more fortunate economic positions often feel a particularly strong sense of responsibility to support others. For example, a Somali person living in a Western country may prioritize sending money back to extended family members overseas over building their personal savings. Indeed, remittances from Somalis living abroad comprise nearly one-fourth of household incomes in Somalia.1

Throughout all sectors of Somali society, parents and elders are highly respected. It is highly inappropriate for children to talk back to or disobey anyone who is older than themselves. Most people’s decisions continue to be influenced by their parents in adulthood, especially for women. Elder family members are cared for by their children and grandchildren into their old age.

Household Structure

The basic household structure is traditionally large and multi-generational. It is customary for women to move in with their husbands’ families at marriage. Therefore, a traditional Somali household usually consists of three generations:

  1. the eldest couple;
  2. their sons, sons’ wives, and any unmarried daughters; and
  3. the grandchildren from their married sons.

Somalis who are affluent and living in cities often hire a live-in domestic worker who assists the women of the house with daily chores. 

Approximately one-fifth of the Somali population lives in polygamous household situations, whereby men have more than one wife, and each wife has their own residence.

People often have up to eight children. It is estimated that a Somali woman gives birth to an average of six children during her lifetime. It is rare for children to move out of their parents’ home before they are married, although some men might in urban areas.

Exercise Files
2.Unit 2, Lesson Plan 5_ Understanding Somali Family and Kinship (+ interview) (2 days).pdf
Size: 165.67 KB
3. Unit 2, Lesson 5_ Somali Family and Kinship.pptx.pdf
Size: 593.93 KB
Interviewing Cheat Sheet (To Dos and Question-Starters).pdf
Size: 45.38 KB
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