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: Basic Etiquette in Somali Culture

In Somali culture, there are several important etiquette guidelines to follow that reflect respect and consideration for others.

Dining Etiquette
If someone offers to pay for your meal, it is polite to initially decline by saying something like, “I couldn’t possibly let you do that,” before graciously accepting if they insist. 

Being late is common among friends and does not signify rudeness; Somalis have a relaxed approach to timekeeping and are generally very patient. However, punctuality is expected in professional settings. When it comes to dress, it is important to wear clothing that covers your shoulders and knees to respect the modesty of your Somali counterparts. Women, in particular, are expected to dress modestly and may find it inappropriate to show their hair in public. Unmarried individuals should maintain a respectful distance from members of the opposite sex, and it is considered very inappropriate for men to openly flirt with women.

In social settings, it is considered rude to show, point, or expose the soles of your feet to others while sitting. Respecting privacy is essential, so always ask for permission before taking anyone’s photo, especially if the person is a woman. You should also offer your seat to anyone older than you and stand when an older person enters the room. It is very disrespectful to tell an elder what to do or to openly disagree with them.

Offering and Complimenting Items
In Somali culture, it is customary to extend an offer multiple times. Therefore, if someone offers you something, it is expected that you will politely decline initially before accepting on the third offer. This exchange demonstrates hospitality and humility. Be sure to reciprocate by offering items multiple times as well, as a single offer may be declined out of modesty even if the person intends to accept on the second invitation.

When complimenting items in a Somali’s home, be cautious, as they may feel obligated to offer the item to you as a gift. If this happens, you should insist on appreciating the gesture but decline to take it. Accepting such an offer can lead to unintended consequences, as they may have intended to keep the item. There is a prevalent belief in the evil eye in Somalia, where envy can bring misfortune. Therefore, avoid complimenting something more than once, as this could lead to concerns about jealousy. To prevent the evil eye after a compliment, it is common to say “Mashallah” (May God bless). When receiving a compliment, show gratitude and humility by responding with a respectful compliment in return, and if the person is Muslim, you may wish them Allah’s blessings.

Visiting Etiquette
Hospitality is central to Somali culture, and it is considered shameful to be a poor host. Guests are highly respected, and even if a family has little to offer, they are expected to provide at least water. Guests are typically offered refreshments, usually tea, and it is important to accept any drink offered as a sign of friendship. Refusing a drink can be perceived as highly offensive, potentially leading to misunderstandings about the relationship.

Close friends, family, and neighbors often visit one another without prior arrangements, which may be an adjustment for visitors. Social visiting is crucial for building and mending relationships; not visiting someone for a long time can signal a lack of significance in the relationship. Conversely, avoiding a visit may be a way to express anger or offense.

When entering a Somali home, cleanliness and respect are essential, as homes often serve as private spaces for prayer. It is customary to remove your shoes unless instructed otherwise. Dogs are generally considered unclean and are rarely allowed in homes, particularly in areas designated for prayer. Therefore, if you have a pet dog, it is best to inform your Somali counterpart in advance and avoid asking them to sit in places where your dog has been resting.

Visiting often involves entire families, with men and women typically socializing separately while children play in a designated area. In some instances, women may visit one another alone, while men often gather in tea shops. Many households have separate living rooms for each gender, and visits can last several hours, with neighbors and guests frequently dropping in. Expect extended goodbyes, as people will often farewell everyone individually, and conversations may continue outside the guest’s car for a little while.

Gift-Giving
While it is not obligatory to bring gifts when visiting, if you choose to do so, gifts for children are often appreciated. When giving or receiving a gift, it is customary to use both hands or the right hand only. The recipient will typically refuse the gift at least once or twice out of modesty before accepting it, so it is important to persist in offering the gift.

Gift-giving comes with an expectation of reciprocity, unless the gift is given as charity. You may not receive much verbal thanks for your gift, as gratitude is often expressed through generous behavior in return. In Somali culture, gift-giving is most common during times of need; for example, if a community member is struggling, it is not unusual for the community to come together to provide financial assistance or gifts to support them, such as covering medical expenses for someone in the hospital.

 

Exercise Files
2. Lesson Plan 7, Unit 2_ Basic Etiquette in Somali Culture.pdf
Size: 128.45 KB
3. Unit 2, Lesson Plan 7_ Basic Etiquette in Somali Culture.pdf
Size: 433.85 KB
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