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: Somali Poetry, Past and Present

Somalia is often celebrated as the “Nation of Poets,” reflecting the rich oral culture of the Somali people. The Somali language, as an oral tradition, is classified into two main categories: “Tix” and “Tiraab”. Tix, pronounced as (Tih), encompasses various traditional forms of chanted verse, including “gabay”, “jiifto”, “geeraar”, and “buraambur”. On the other hand, “Tiraab” refers to prose, which includes everyday conversational speech (“hadal”), idioms (“sarbeeb”), proverbs (“maahmaah”), and traditional storytelling.

Much of Somali poetry has been lost over time, but notable classical poets such as Raage Ugaas and Sayyid Maxamed Cabdille Xasan have left a lasting impact. Poetry has served as a powerful medium for resistance against foreign colonization, particularly in the early 20th century.  

Somali poetry can be divided into two primary types: “maanso” and “hees”. Maanso refers to serious poems authored by named poets that often present arguments, exemplified by the “gabay”. In contrast, “hees” represents lighter, sung poems typically accompanied by music, including work songs and dance songs. The gabay genre is the most popular form of Somali poetry, used to express both celebration and grief, as well as to provide political and social commentary. It addresses issues such as colonialism, injustices, conflict resolution, and personal expression through praise and lament.

In the United States, Somali refugees brought their poetic traditions in the 1990s, as they had also to other locations in the Somali diaspora (Norway, England, China, South Africa, etc.) Notable figures like Said Salah Ahmed have played a significant role in promoting Somali poetry in Minnesota, initiating workshops and summer classes to preserve these traditions. In the late 2000s, gang violence impacted Somali youth, prompting Abdi Farah (Abdi Phenomenal) to establish Ka Joog, an organization aimed at changing the narrative. Ka Joog, which means “stay away from it,” focuses on engaging youth through poetry.

Culturally, poets like Hodan Ugas and Ayan Moaden address the challenges faced by the Somali diaspora in English. Their involvement in the film Somalia: A Nation of Poets” highlights the importance of poetry as a tool for social justice and a means of expressing cultural identity.

Exercise Files
2. Lesson Plan 9, Unit 2_ Somali Poetry_ Past and Present.pdf
Size: 261.33 KB
3. Somali Poetry_ Past and present.pdf
Size: 275.63 KB
4. abdi_phenomenal_farah_spoken_word.pdf
Size: 63.73 KB
5. I Am From Poem, Somali Studies.docx.pdf
Size: 98.66 KB
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