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Somalia's Forgotten Children

Through this unit, students learn about plot structure and create their own stories inspired by Sahnun’s Reflection. Also, student look at how grant proposals work and practice writing their own.


Previewing the Reflection:

A series of open-ended pre-reading questions designed to engage students, assess prior knowledge, and expose any pre-conceived ideas about the person or culture explored in the Reflection.  Previewing the Experience questions are intended to be non-threatening and accessible to a range of students.  Students are encouraged to answer honestly, and to discuss their answers with their classmates.

PDF icon Previewing the Reflection

Reflection: Somalia's Forgotten Children by Sahnun Hassan Mohamud

Sahnun writes about the challenges and uncertainty facing youth in Somalia. Following the strong example of his mother and other activists, Sahnun recently started his own NGO to build schools for children in a country ravaged by war and poverty.

PDF icon Somalia's Forgotten Children

Understanding the Reflection:

This resource is to be used during and after students read the Reflection.  Included in it are a series of reading comprehension questions designed to check for student understanding of the Reflection.  These questions formats include multiple-choice, fill-in-the-blank, true/false, short response, or other effective questioning strategies.

PDF icon Understanding the Reflection, PDF icon Understanding the Reflection - ANSWER Key

Learning Activity: English/Language Arts-Stories of Struggle

English/Language Arts / 6th, 7th, 8th / 4-5 class periods (240 mins)

Students learn about plot structure and write their own stories inspired by Sahnun's tale about Hassan.

Learning Activity: Social Studies-Women who pay it forward

Social Studies / 10th, 11th, 12th / 2-3 class periods (100 - 150 min)

Students examine the concept of leadership and write grant proposals in support of the work of several outstanding women.

Reviewing the Reflection:

This resource is to be used after students read the Reflection.  It includes a series of post-reading questions designed to encourage student reflection and assess changes in students' perception and understanding of the cultural issues addressed in the unit through some deliberately repeated questions in the "Previewing the Experience" activity.

PDF icon Reviewing the Reflection

Responding to the Reflection:

This resource should be used after the students read the Reflection. Students are presented with a list of questions intended to illicit a more personal response about the Reflection they have just read. After considering those questions, students compose a letter to the author of the Reflection with their thoughts, observations, questions and comments. Teachers should feel free to contact info@oneworldeducation.org if they would like to have their students' finished letters delivered to the One World Ambassador.

PDF icon Reflection Response

Culture Cube:

This resource can be used at any point within a unit. The Culture Cube allows students to think about and organize their research of any culture into eight major traits (social groups, government, history, language, daily life, economy, religion, and art). The Culture Cube can prepare students before reading a Reflection, or before doing unit resources and learning activities. Similarly, teachers can use the Culture Cube to wrap up or assess students’ knowledge after engaging in the other unit resources and learning activities. The Culture Cube can be used in isolation of or integrated with the larger One World Curriculum. Definitions and examples of each trait of culture are given to guide students. The Culture Cube requires students to go beyond the Reflection for their research, so teachers need to make available a number of different resources from which students might gather information, including, but not limited to: textbooks, websites, encyclopedias, reference books, reports and maps.

PDF icon Culture Cube