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

Marriage. Somali marriages have traditionally been considered a bond between not just a man and a woman, but also between clans and families. Most Somali marriages in rural areas and some urban cities are arranged.  These customs still hold true in many rural areas in the twenty-first century. The man pays a bride price—usually in livestock or money — (“Yarad”) to the woman’s family. Somali herders traditionally marry outside their family lineage, or, if within the lineage, separated from the man by six or more generations. Agropastoral Somalis follow the Arab tradition of marrying within the father’s family lineage, with first cousins often marrying. A Somali bride often lives with her husband’s family after marriage, but she keeps her family name, 

However, these days the process is generally a little bit different than it used to be in urban cities. In most urban areas the bride and the bridegroom date (“Shukaansi”) until they agree to marry each other. Both man and woman hide their dating from their families until they agree to marry each other. Dating or shukaansi in Somali culture is different in concept and practice from the western style dating. The major difference is there are no sexual relations in Somali culture between the would-be wife and husband until a marriage contract is executed. After they make the initial agreement, they share their desires with their respective parents. The man’s family will make the first contact if they are satisfied with the would-be future wife of their son; this process is called “Doonis” or engagement. The parents discuss the matter and set a date for the marriage contract and wedding.

In rural areas, the process is different, the man shares his desire to marry with his parents. Then, his parents will look for a girl that is equivalent to their boy in terms of wealth, beauty, and lineage. Thereafter, they will contact the parents of the girl and set a date to come for official engagement, marriage, and wedding. 

The man’s family usually pays to the bride’s family “Yarad.”  Yarad is paid as money in urban cities or animals in rural areas. Yarad is paid to the immediate family of the girl such as her father, , and uncles to honor them and thank them for raising such a wonderful woman. The amount paid depends on the socio-economic status of the man and the woman, and is different from tribe to tribe depending on the customary laws. “Sooryo” is money given to the attendees of the marriage contract. There is no fixed amount for Sooryo. Unlike Yarad, Sooryo belongs to the attendees of the time of the marriage contract. In the United States, it ranges from $10 to $50 depending on the pockets of the bridegroom and the number of attendees. Another commitment the bridegroom pledges or pays is what is called “Meher” or dowry. The dowry is not required to be paid immediately unless the bride requests. The dowry could be any amount agreed by the bride and the bridegroom.  In Somali culture and generally in Islam, it’s the responsibility of the man to provide for his family.

Islamic law permits a man to have up to four wives if he can provide them and their children with equal support. If a man divorces his wife by saying “I divorce you” they are considered separate. The man has the right to retain his wife in a three-month grace period by saying “I retained you,” or “Raja,tu”.  There must be at least two witnesses in marriage, divorce, and retention. If he divorces his wife and retains her again, the third time he has no right to retain his wife in the three-month grace period. The three-month period is called “Iddah” to ensure she is not pregnant.

 

Further resources:

Videos: “Two Weddings, Somali Style” (44 mins.) by Al Jazeera

https://www.youtube.com/watch?v=mbNctEUO294 

Exercise Files
2. Lesson Plan 3, Unit 2 _ Marriage in Somali Culture.pdf
Size: 124.68 KB
3. Unit 2, Lesson 3_ Marriage in Somali Culture.pptx.pdf
Size: 565.68 KB
4. Somali Marriage Vocabulary.pdf
Size: 54.81 KB
5. somali-marriage-vocabulary.Crossword.pdf
Size: 71.26 KB
6. somali-marriage-Crossword-ANSWERS.pdf
Size: 101.25 KB
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