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Language: English

Unit 2: Resilience and Resistance – Resistance: Interpreting the Story and Art of a Saudi Woman

Time Frame

  • 2 class periods 

 

Materials

    • Green Card Voices – Hend Al-Mansour’s video
    • Graphic Organizer: Challenge/Restriction → Action → Outcome/Opportunity
  • Vocabulary and Definitions Handout

 

Connections to the 7 Cs of Ethnic Studies

  • Challenge: imperialist/colonial hegemonic beliefs and practices on ideological, institutional, interpersonal, and internalized levels
  • Conceptualize: imagine and build new possibilities for post-imperial life that promote collective narratives of transformative resistance, critical hope, and radical healing

 

Instructions (ICCR)

Day 1 – Hend’s Story, Context, and Understanding Resistance

Ignite 

Share With Students: 

Today’s lesson includes discussions involving gender restrictions, migration, illness, identity, and overcoming challenges. You may connect to these themes in different ways. Please participate in ways that feel comfortable and let me know if you need support.

 

Quick Write

Think about a moment when you questioned something. It could be that you broke a rule, or you may have done something about an objection you had to something you had been told. 

 

Choose one prompt:

  • Explain a time when you felt something was unfair. 
  • Have you ever decided to do something (act on, speak up, dress up, believe in, or respond to) that was against a rule because you were trying to question it or didn’t believe in it?

 

Explain to Students: 

Resistance can take many forms. It is not only protesting or breaking rules. Resistance can include pursuing education, speaking a heritage language, wearing cultural clothing, preserving traditions, creating art, or speaking up for others.

 

Chunk: Historical and Cultural Context

Saudi Arabia is a country in the Middle East, located on the Arabian Peninsula. It is one of the largest countries in the Arab world and is home to Islam’s two holiest cities: Mecca and Medina. Saudi Arabia has been governed by Islamic law, which has historically shaped rules around gender, education, and public life. 

For most of the 20th century, girls in Saudi Arabia were not allowed to attend school. Public education for girls only began in 1960, the same year Hend was born. This means that Hend’s generation was among the very first women in Saudi Arabia to have the legal right to attend school. Her mother’s generation had no such opportunity. 

Women in Saudi Arabia were also not allowed to drive until 2018, just a few years ago. For decades, women needed a male guardian’s permission to travel, work, or make major life decisions. These restrictions shaped the lives of millions of women, including Hend. 

The abaya is a long, loose robe worn by women in Saudi Arabia and other parts of the Arab world. In Saudi Arabia, women were historically required to wear the abaya in public, along with a face covering called a niqab. Hend’s artwork often depicts women in abayas as a way of telling their stories and honoring their experiences. Arabic is the official language of Saudi Arabia. 

The name Hend (هند) is a traditional Arabic name with ancient roots; it was the name of a famous Arab woman warrior. Names in Arab culture often carry deep historical and cultural meaning.

Briefly Introduce:

  • Saudi Arabia during Hend’s childhood.
  • Why some women traveled abroad for educational opportunities.
  • Why Egypt became an educational destination for some Arab families.
  • Examples of changes and reforms related to women’s opportunities across the Arab world.

Show:

  • Map of Saudi Arabia
  • Map of Egypt
  • Timeline of Hend’s journey

 

Vocabulary Introduction

Distribute Vocabulary and Definitions Handout before viewing Hend’s video. Review each word, discuss the definition, “Connect It” statement, and Critical Question. Students should keep the handout on their desks during all activities.

 

Arabic Language Connection

Introduce simple Arabic words related to the lesson:

  • حرية (Huriya) – Freedom
  • كرامة (Karama) – Dignity
  • تعليم (Taelim) – Education
  • صوت (Sawt) – Voice

Practice pronunciation and discuss how these ideas connect to resistance.

Prepare for Viewing

Tell students their job is to listen for:

  • Which countries did Hend migrate to, and why?
  • What challenges did she face?
  • How did she respond or resist these restrictions?
  • What opportunities came from these challenges?

 

Teacher Key – Expected Student Responses 

Which countries did Hend migrate to, and why?

  • Saudi Arabia (born/raised/went to girls’ school)
  • Egypt (went to medical school for seven years because there wasn’t any in Saudi Arabia)
  • US (developed cancer, got treatment, then pursued art, which was her true passion)

 

What challenges did she face? How did she respond or resist these restrictions?

  • No girls’ schools, no medical school.
  • She went to Egypt for educational opportunities.
  • She was expected to practice as a doctor in the US, but ended up pursuing art after her cancer diagnosis and treatment.

 

What opportunities came from these challenges?

  • Opportunity to travel, obtain a medical degree, get cancer treatment, marry her husband, and become an artist.
  • Her mission is to “give voice to artists who came from the Middle East” and “to give the power of the woman,” especially those who influenced her in childhood. 

 

Watch Hend’s Video

First Viewing

Tell students to watch without writing, and just focus on understanding the story.

 

Second Viewing

Play the video a second time. Draw the graphic organizer chart on the whiteboard as seen below, then fill it out using words or short phrases. Complete one example together as a class before students work independently.


Stop at certain timestamps of Hend’s video to help students.

 

Outcome or Opportunities

Action or Resistance

Challenge or Restriction
     
     

 

Reflection

Share one example:

  • One challenge or restriction
  • One action or resistance
  • One outcome or opportunity

 

Sentence Stems: 

  • One challenge was . . .
  • She responded by . . .
  • This led to . . .

Note: If a student does not point it out, the teacher should explicitly teach about the outcome and opportunity of Hend being an artist upon moving to the US. She uses art as a form of resistance (speaking up) in order to give power to Arab women and Arab artists. 

 

Day 2 – Art as Resistance and Interpreting Women’s Voices

Warm-Up Review – Partner Discussion

  • What challenge did Hend face?
  • What action did she take?
  • What opportunities came from her choices?
  • What does resistance mean in Hend’s story?

Chew – Introduction to Art as Resistance

Explain to Student

Art has been used as a form of resistance across many cultures. In Arab communities, resistance can be expressed through:

  • Poetry
  • Oral storytelling
  • Music
  • Visual art
  • Cultural traditions

 

When Hend came to the US, she had an “aha” moment after her cancer diagnosis and treatment. She realized she wanted to give a voice to artists who came from the Middle East and “to give the power of the woman”; her inspiration is the women who influenced her in childhood. She went to school at MCAD and pursued becoming an artist. 

 

The video shows one of the artworks in Hend’s “Women in Arabia” series. With a partner, try to interpret what you think the message(s) of this artwork might be. How does it show either challenges/restrictions, an action (resistance), or an opportunity?

Student Personalization – Choose One Option

 

Option A: Analyze an Artwork

Choose an artwork from Hend’s Women of Arabia series. Interpret the challenge/restriction, the action (resistance), and/or an opportunity in the artwork. 

 

Option B: Honor a Woman

Choose a woman from your life who has either inspired you, faced challenges/restrictions, resisted (taken action), or provided opportunities. Create a picture of her (paper or digital) or find images that represent her and what she stands for.

 

Sentence Stems

Restriction or Challenge

  • In this artwork, the restriction or challenge is shown by . . .
  • This image suggests that women were not able to . . .
  • The artist is showing a limitation where . . .

Resistance (Action)

  • The action or resistance shown is . . .
  • The woman/figure responds by . . .
  • This part of the artwork shows resistance because . . .

Outcome or Opportunity

  • As a result, this creates an opportunity for . . .
  • This could lead to . . .
  • The message suggests that new possibilities include . . .

Review: Exit Ticket

Complete one statement

  • One way Hend used resistance was . . .
  • Art can be a form of resistance because . . .
  • In Hend’s story/art, resistance looked like . . .
  • This matters because . . .

 

Multilingual and ELL Support

  • Use sentence stems for discussions and writing.
  • Allow the use of heritage language captions on videos.
  • Include timestamps to help students fill out the graphic organizer.
  • Allow discussions in students’ home language. 
  • Allow any writing to be in the students’ home language first.
  • Allow fill-in-the-blanks when writing, as needed.

 

Resource List 

 

 

 

Vocabulary and Definitions Handout

 

Vocabulary Word

Definition 

Example 

Critical Question

Resistance (an action)

Resistance is standing up against something unfair, harmful, or wrong, even when it’s hard or risky. It’s choosing not to accept an injustice and doing something about it.
  • Speaking out or telling the truth
  • Refusing to follow unfair rules,
  • Organizing or working with others to create change,
  • Keeping your identity, culture, or beliefs strong despite pressure.
  • Hend was pursuing education when the system said no.

Is resistance always visible? Can silence ever be a form of resistance?

Challenge or Restriction 

A restriction or challenge is something that makes it harder for you to do what you want or need to do. It can be a rule, expectation, or situation that gets in the way or holds you back.
  • Not being allowed to go to certain schools because of your gender.
  • Encountering language barriers when moving to a new country.
  • People expect you to act a certain way because of your identity.
  • Not having enough money or resources for opportunities.
  • No colleges for women in Saudi Arabia.

When is a challenge an individual problem and when is it a systemic one?

Outcome or Opportunity 

An outcome or opportunity is what happens as a result of your actions, especially a new chance or possibility that opens up.
  • Going to school in another country results in learning new skills.
  • Speaking up results in creating change or being heard.
  • Overcoming a challenge results in gaining confidence.
  • Trying something new results in discovering a passion.
  • Hend’s move to Egypt led to a medical degree and eventually to a life in art.

Can a painful experience lead to an unexpected opportunity?

Migrate or Migration 

To migrate means to move from one place to another place, often to find better opportunities, safety, or a new life.
  • Moving to another country for school or work.
  • Moving to a new city for better opportunities.
  • Leaving one’s home country for safety.
  • Hend migrated from Saudi Arabia to Egypt, and later to the US.

Who has the freedom to choose where they migrate, and who does not?

Systemic Oppression

A system of rules, laws, and social norms that unfairly limits the rights and opportunities of certain groups of people.
  • The laws in Saudi Arabia that prevented women from driving or attending college.

Who creates these systems, and who benefits from keeping them in place?

Art as Resistance

Using creative work—painting, drawing, music, writing, or storytelling—to speak out against injustice or share the stories of people whose voices have been silenced.
  • Hend’s Women of Arabia series gives voice to Arab women whose stories the world has not heard.

Can art change a system? Or can it only bear witness to it?

 

Unit 1: Identity and Language – Identity, Language, and Belonging: Ashti’s Story

Time Frame

  • 2 class periods

 

Materials

  • Green Card Youth Voices: Immigration Stories from a Fargo High School – Ashti Mohamed Ali’s story and video
  • Highlighter
  • Pencil and Notebook
  • Vocabulary and Definitions Handout

 

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: empathy, community actualization, cultural perpetuity, self-worth, self-determination, and the holistic well-being of all participants, especially Native People/s and People of Color

 

Instructions 

 

Day 1 – Identity, Language, and Iraqi Cultural Background

 

Ignite

Show these visuals:

  • Map of Iraq
  • Baghdad on the map
  • Photos of Iraqi families, schools, and daily life

 

Provide brief context:

  • Iraq is an Arab country.
  • Many people there speak Arabic.
  • Some communities also speak Kurdish and other languages.
  • There are different Arabic dialects across the Arab world.

 

Quick write:

Respond to one of the following prompts:

  • What languages are part of your identity?
  • When have you felt like you belonged, and when have you felt like you didn’t belong?
  • What did you learn about Iraqi culture?
  • What surprised you?
  • How can language help people stay connected to culture and family?

Invite students to share with a partner.

 

Vocabulary Introduction

Distribute the Vocabulary and Definitions Handout before viewing Ashti’s video. Review each word, discuss the definition, example, and critical question. Students should keep the handout on their desks during all activities.

Cultural Background

Iraq is a country in the Middle East with a rich and ancient history. Baghdad, where Ashti was born, is the capital city and one of the oldest cities in the world. Iraq is home to many different ethnic and religious groups, including Arabs and Kurds.  

 

The Kurdish people are an ethnic group with their own language (Kurdish) and culture, found primarily in northern Iraq, Turkey, Iran, and Syria. Many Iraqi and Kurdish families came to the United States as refugees or immigrants, often fleeing violence, war, or political persecution. Minnesota and cities like Fargo, North Dakota have significant Iraqi and Kurdish communities. These communities have brought rich cultural traditions, languages, food, music, and values to the United States. 

 

The name Ashti (آشتی) means peace in Kurdish. Names in Iraqi and Kurdish culture often carry deep meaning connected to family history, values, or hopes for the future.

 

Watch Ashti’s Story

After watching video, have students think-write (one sentence):

  • What languages are part of your identity?
  • When have you felt like you belonged, and when have you felt like you didn’t belong?
  • What did you learn about Iraqi culture?
  • What surprised you?
  • How can language help people stay connected to culture and family?

 

Exit Ticket

  • What is one thing you learned about Iraqi culture, language, or identity?

 

Day 2 – Ashti’s Story, Identity, and Belonging

Warm-Up Review

Quick Partner Discussion:

  • What do you remember about Ashti’s story?
  • What language challenges did she face?
  • What did you learn about Iraq or Iraqi culture yesterday?

 

Chunk 

Read and Analyze Ashti’s Story:

  • Preview vocabulary list
  • Read Ashti’s story together as a class or independently.
  • Stop at certain points for annotation and discussion.

Students annotate parts related to the following questions:

  • Ashti’s story says Iraq/Baghdad was unsafe. What clues help you infer why it might have felt unsafe?
  • What might Ashti have lost or had to leave behind, and how could that affect her identity or sense of belonging?
  • What language challenges did Ashti face when she came to the US? 
  • How did those challenges impact her identity and sense of belonging? 
  • Why is language important to culture?
  • What parts of Ashti’s identity stayed the same after moving?
  • What parts of her life changed?

 

Chew 

Partner Discussion

Students exchange ideas about identity, language, and belonging using text-based evidence. Refer to their annotated reading during discussion.

 

Discussion Roles

Student A shares for 1 minute using evidence from the text. 

Student B listens and responds, adding on their thoughts. 

Switch roles. 

Make sure students use at least one of the vocabulary words.

 

Sentence Stems

  • Based on the clues or details in Ashti’s story ___, I infer that Iraq/Baghdad may have been experiencing ___, which created a sense of . . . 
  • Her text says it was unsafe. One clue is . . .
  • Ashti likely left behind ___, which could affect her identity by . . .
  • A language challenge Ashti faced was . . .
  • She had difficulty with ___ when she came to the USA.
  • These challenges may have affected her identity by . . .
  • This could impact her sense of belonging because . . .
  • Language helped Ashti connect to ______.
  • One part of Ashti’s identity is ______.
  • Moving to a new country changed ______.
  • It did not change ______.

Graphic Organizer 

Create a four-quadrant graphic organizer chart to support the conversation. 

 

 

Identity Reflection

Choose one question to answer:

  • How did language shape Ashti’s identity?
  • How did moving to a new country affect Ashti’s sense of belonging?
  • What parts of Ashti’s identity stayed the same after moving?
  • How did Ashti stay connected to her culture and family?

 

Reflection Sentence Stems

  • One part of Ashti’s identity is . . .
  • Language shaped her identity by . . .
  • Moving to a new country affected her because . . .
  • Ashti stayed connected to her culture by . . .
  • I think identity is connected to language because . . .

 

Writing Task

Prompt

Explain how language, culture, and experiences shaped Ashti’s identity and sense of belonging. Use two examples from the text.

Structure 

  1. Main idea: ________
  2. Evidence from text: ________
  3. Explanation: ________

 

Exit Ticket

Write one word or one sentence.

  • How did language shape Ashti’s identity and sense of belonging?
  • Ashti’s story shows that language, identity, and belonging are connected because . . .

 

Multilingual and ELL Support

  • Model the use of sentence stems included in the lesson.
  • Show Ashti’s video with captions in students’ home language as an alternative to the reading.
  • Convert Ashti’s story to students’ home language so they can understand the context of her story.
  • Allow students who are WIDA level 1–2 to fill in the blank instead of writing. 

 

Resource List 

 

Vocabulary and Definitions Handout

 

Vocabulary Word

Definition 

Example

Critical Question

Interpreter

A person who translates spoken or signed language between two or more parties in real time, often serving as a bridge between cultures and systems of power.

Ashti’s father interpreted for the US Army, a role that put his entire family in danger. Language work can carry serious risk.

What does it mean when a person’s bilingual ability makes them a target?

Identity

The complex combination of personal, cultural, social, and historical factors that shape who a person is, including race, ethnicity, language, religion, gender, and lived experience.

Identity is not fixed; it can shift depending on context, community, and power.

Can someone else define your identity for you? What happens when they try?

Culture

The shared practices, values, beliefs, language, art, and traditions of a group of people shaped by history, geography, and lived experience and passed down through generations.

Culture is living and changing. It is not frozen in the past.

What happens to a culture when it is colonized, marginalized, or assimilated into a dominant culture?

Challenge

A systemic or personal obstacle that requires resilience, strategy, and effort to overcome, often shaped by social, political, or economic forces beyond an individual’s control.

Some challenges are personal. Others are created by systems, like racism, poverty, or language barriers.

When is a challenge an individual problem and when is it a systemic one?

Language

A structured system of communication—words, sounds, and symbols—that a community uses to express ideas, preserve culture, and pass knowledge across generations.

Language is not just how we talk—it is how we think, remember, and belong.

Who decides which language has the most value in a society?

Belonging

The psychological and social experience of feeling accepted, valued, and seen within a community or space.

Belonging is connected to power—some people are made to feel they belong, while others are excluded.

What systems or structures make certain people feel like they do not belong?

Assimilation

The process by which a person or group adopts the language, customs, and values of a dominant culture—sometimes by choice, sometimes by force.

Ashti had to learn English and adapt to American culture to survive and succeed. Was that a free choice?

What is the difference between choosing to assimilate and being forced to?

Refugee

A person who has been forced to flee their home country due to war, persecution, or violence, and who cannot safely return.

Refugees do not choose to leave—they are forced to. This distinction matters when we talk about immigration policy.

How does society’s treatment of refugees reflect its values?

Unit 1: Identity and Language – Hmong Identity and Language

Time Frame

  • 1–2 class periods

 

Materials

  • Green Card Youth Voices: Immigration Stories from a St. Paul High School – Iya Xiong’s story and video
  • Paj ntaub images – pick one

 

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: learning about the Hmong history, people, and language to provide opportunities for identity affirmation and healing
  • Celebrate: using Hmong counter-stories and community narratives through storytelling

 

 

 

Instructions

 

Ignite: Language or Visual

 

Option A: Language

Write on the board: 
Nyob zoo. Kuv lub npe hu ua . . . 
(Hello. My name is . . .)

 

Ask students if anyone recognizes the language or can read it. Call on a few to guess or read it out loud. Ask students to raise their hands if they speak a language other than English at home. 

 

Turn and Talk

Imagine if you were to move to a new country where no one speaks, reads, or understands your language. How would you tell them who you are? How would you tell your story?

  • Ask a few students to share out loud with the class.

 

Option B: Visual

Show an image of an older traditional paj ntaub clothing piece. 

 

Ask students to discuss what language or words the designs may convey. Explain that the Hmong believe that their original language was widely written or sewn onto Hmong clothes and paj ntaub as a secret message to warn others of threats and danger. However, over a period of time, the language was lost; all that is left now are symbols and designs. 

 

Chunk: Oral Tradition

Introduce the Hmong people as an ethnic group from China with a rich culture, who migrated throughout Southeast Asia and eventually migrated to the United States due to their involvement with the CIA in during the Secret War in Laos. Today, Hmong live throughout the United States, with the biggest populations in California, Minnesota, and Wisconsin, and the Twin Cities as home to the largest concentration of Hmong. The Hmong identity has been shaped by a fight to retain their language and culture. 

 

Explain that for centuries, the Hmong were primarily an oral culture. The Hmong had no written history due to Chinese persecution. They fled from China into South China before migrating to Southeast Asia, and along the way, they lost their written language. 

 

However, oral tradition has been the primary method of instructing and passing along Hmong history, values, beliefs, cultural knowledge, and stories. Hmong have been able to pass along their rich culture and history through storytelling and oral stories. Stories share life lessons, glimpses of the world, and a sense of identity and community. Storytelling was also the main method of record-keeping of ancestral origins, migration patterns, and life experiences, including major wars and conflicts.

 

Chunk: Hmong RPA

  • Explain Hmong RPA (Romanized Popular Alphabet), the most common Hmong writing system today. It was developed in the 1950s by Western missionaries and Hmong advisors in Laos: Txiv Plig Nyiaj Pov (Father Yves Bertrais), Dr. Smalley, and Dr. Barney, along with some local Hmong villagers. 

 

Turn and Talk

How does it influence identity when a foreign power helps structure your written language? 

  • Ask a few students to share out loud. 

 

Chunk: Hmong Language and Tones

  • Briefly explain that Hmong is a tonal language with eight tones. The final letter in a written Hmong word is usually not pronounced; it indicates the tone or vocal pitch, and each word has its own meaning. 
  • Hmong words are mostly monosyllabic and short. Each word consists of a consonant, a vowel, and a tone. 
  • Consonants can range from one to a blend of four. Vowels are either single or double, and tones are always single. 

 

Turn and Talk

How does one pass on their oral tradition or history if they don’t know the language?

  • Ask a few students to share out loud. 

 

Chew: Iya Xiong’s Story and Analysis

  • Provide an excerpt from “Iya Xiong” from Green Card Voices: St. Paul, from the top of page 3 to page 4 (see below, starting with the first full paragraph).
  • Have students read the passage of Iya’s experience in America.

 

 

Group Task

  • Read: Read the excerpt together.
  • Discuss: How did Iya’s story help to preserve her identity? How was she able to assimilate into the American culture?
  • Analyze Identity: How does the author maintain and celebrate her Hmong identity despite writing in English?

 

Guided Questions for Class Discussion

  • In the text, how was language a bridge or a barrier? 
  • How did Iya show that she belonged and affirm her Hmong identity?
  • Compare and contrast Iya’s narrative to yours. How can we celebrate or appreciate the differences?
  • With over 90,000 Hmong people in Minnesota, why do you think Hmong history is often left out of standard American history textbooks?
  • How is language important to the Hmong identity? Can one truly be Hmong without knowing the Hmong language? Why or why not?

 

Review: 3-2-1 Exit Ticket

On a slip of paper (regular notebook paper or sticky notes) or a digital form, students must write and turn in:

  • Three specific facts they learned about Hmong history or the language
  • Two ways that language and culture influence Hmong identity
  • One question they still have about the relationship between language and identity

 

Multilingual and ELL Support

  • Provide sentence stems for class discussion and discourse.
  • In the text, how was language a bridge or a barrier?
    • Language was a bridge because . . .
    • Language was a barrier because . . .
  • How did Iya show that she belonged and affirm her Hmong identity?
    • Iya felt she belonged because . . .
    • Iya felt she could be herself more because she could . . .
  • Compare and contrast Iya’s narrative to yours. How can we celebrate or appreciate 

the differences?

  • Iya and my experiences are similar in that . . .
  • Iya and my experiences are different in that . . .
  • With over 90,000 Hmong people in Minnesota, why do you think Hmong history is often left out of standard American history textbooks?
    • I think Hmong history is left out because . . .
  • How is language important to the Hmong identity? Can one truly be Hmong without knowing the Hmong language? Why or why not?
    • Hmong is important because . . .
    • One can/cannot truly be Hmong without the Hmong language because . . .

 

Vocabulary and Definitions

  • Diaspora: the spreading of a group of people from their original home to other 

countries

  • Paj ntaub: traditional Hmong art that is made by stitching a needle onto a fabric cloth
  • Romanized Popular Alphabet (RPA): the Hmong reading and writing system that uses the same letters found in English
  • Oral tradition: the practice of passing down Hmong history, culture, and language by telling stories rather than writing
  • Assimilation: the process of fitting into a new culture

 

Resource List 

Unit 3: Healing and Future Building – The Gadaa System of Oromo Governance

Time Frame 

  • 1–2 class periods

 

Materials

Connections to the 7 Cs of Ethnic Studies

  • Center: centering knowledge from Oromo community, elders, families, and lived experiences through the Gadaa system

  • Conceptualize: visioning, futurisms, world-building, hope, healing, and collective possibilities for Oromo/Ethiopian youth

 

Instructions

 

Ignite

Have students Turn and Talk with a partner, answering the question below:

  • What is a goal or hope that you have for the future? 

 

Chunk 1

  • Introduce “What Is the Gadaa System?” to students and review (see attachment/appendix 1). 

  • Have students complete the Venn Diagram graphic organizer (see attachment/appendix 2).

 

Chunk 2

  • Have students watch Mikyas Woldemichael’s video.

 

Chew

  • After watching the video, have students complete a short writing prompt answering the following questions:

    • What were some challenges for Mikyas when he arrived in the US?

    • What was a turning point for Mikyas that led him to give back to his community?

    • Do you think soccer provided healing and future opportunities for Mikyas’s community? 

    • What stage in the Gadaa system do you think Mikyas best represented as he was giving back to his community? Why?

 

Review

  • Have students pair-share the following questions:

    • What are some responsibilities for students your age in the Gadaa system?

    • How is this approach similar to or different from your own responsibilities and expectations in your own culture and family?

   

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).

  • Provide graphic organizers as student handouts.

  • Provide sentence stems for written work and verbal share-outs / small group discussions. 

Vocabulary and Definitions

  • Gadaa system: traditional political and governance system of the Oromo people

  • Abba Gadaa: the elected leader of the Oromo Gadaa system

  • Qondaala: the fourth stage of the Oromo Gadaa system (ages twenty-four to thirty-two), in which young adults serve as warriors and protectors of the community through rigorous training in combat, sports, and swimming

  • Abba Duula: the father of war / commander in the Oromo Gadaa system

 

Resource List 

    • Dirrib Damisse, 2007 Sirna Gadaa

  • The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen

 

 

Appendix 1: What Is the Gadaa System? (Student Handout)

 

What Is the Gadaa System?

Think of Gadaa as a “shadow”—it follows the Oromo people everywhere and covers every part of their lives. It is a democracy where power is shared, and everyone has a role based on their age. It is so unique that global experts and UNESCO recognize it as a masterpiece of human culture.

The Five Leaders (The Government)

The Gadaa system is organized into federations, each with a leader who has a specific job, similar to a president and their cabinet.

  1. Abbaa Gadaa: the top leader (like a prime minister), who oversees the whole nation

  2. Abbaa Duulaa: the head of defense, who looks after safety and the military

  3. Abbaa Sa’aa: the head of the economy, who manages natural resources like coffee and farming

  4. Abbaa Caffe: the chairman of Parliament, who helps make the laws

  5. Abbaa Seeraa: the head of justice, who makes sure everyone follows the law

The Ten Stages of Life in the Gadaa System

Stage 1: Dabballee (Ages 0–8)

Children at this age are considered “pure” and close to God because they have no sin. Their main job is to learn through play, riddles, and proverbs. This strengthens their minds and helps them learn about their family and nature.

Stage 2: Ittimakoo (Ages 8–16)

In this stage, kids learn traditional games, dances, and songs. They start learning their family history (genealogy) and how to count. They focus on developing good character, such as patience and kindness.

Stage 3: Fools / Great Gaammee (Ages 16–24)

Think of this as the “college” phase. Young people learn how to farm, ride horses, and take care of cattle. They also begin to practice military skills and celebrate their culture through song.

Stage 4: Qondaala (Ages 24–32)

This is the defense stage. These young adults train hard in sports, swimming, and combat (like using spears and shields). Their main responsibility is to protect the Oromo people and their resources from enemies.

Stage 5: Raaba Doorii (Ages 32–40)

This is the stage where adults train for leadership. They learn about law, history, and how to run a government. They also take on personal responsibilities, like getting married and building a home, to show they can manage a family before they manage a country.

Stage 6: Gadaa / Abbaa Gadaa (Ages 40–48)

This is the ruling stage. After years of training, people are elected to lead. The Abbaa Gadaa is the top leader. They are responsible for the entire nation’s politics and military for an eight-year term.

Stage 7: First Yuuba (Ages 48–56)

After their eight-year term as leaders ends, people move into an advisory role. One highly respected person is chosen as the Abbaa Bokkuu (president) to oversee fair elections and represent the nation at big meetings (like the African Union).

Stage 8 and 9: Second and Third Yuuba (Ages 56–72)

During these stages, the elders are given the title Hayyuu (scholar/expert). Their job is to teach the younger generations about Oromo culture and administration. They also act as peacemakers to help settle arguments.

Stage 10: Fourth Yuuba / Gadaamojjii (Ages 72–80)

These elders are the “professors” of the community. They have a lifetime of knowledge and are highly respected for their wisdom. They spend their time teaching, praying, and improving the lives of their people.

Key Summary

  • The Power of Eight: Each stage lasts exactly eight years.

  • Democratic Transition: Power is always passed to the next group; no one stays in charge forever.

  • Respect for Age: Every age group has a specific, important job that helps the whole community thrive.

 

Appendix 2: Venn Diagram: Compare and Contrast the Gadaa System (Student Handout)

Complete the compare and contrast graphic organizer below on how the Gadaa System is similar to and different from your own cultural upbringing and/or family structure. Use examples from the Ten Stages of Gadaa on the “What Is the Gadaa System?” handout.

How the Gadaa System Is Different/Similar to My Own Cultural Upbringing and Family

Unit 3: Healing and Future Building – Healing After Displacement: Zaynab’s Journey Toward Identity and Justice

Time Frame

  • 2 class periods

 

Materials

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Zaynab Abdi’s story and video

 

Connection to the 7 Cs of Ethnic Studies

  • Challenge: move toward learning that interrupts harm; advances justice toward action, organizing, advocating, and healing; and disrupts dominant narratives

 

 

 

Instructions

 

Day 1 – Understanding Zaynab’s Story and Context

Ignite: Interpretive Activity (Viewing/Reading)

Ask students to think about a time when something was difficult for them.

Have each student choose one theme to write about:

  • Talk about a time when you had to be strong.

  • Have you ever moved to a new place or started something new? How did you feel? What did you do?

Allow 3-5 minutes for writing

Remind students that healing does not mean forgetting difficult experiences. Healing can include finding support, community, purpose, hope, and belonging

 

Chunk: Historical and Cultural Context

Yemen is a country in the Middle East, located on the southern tip of the Arabian Peninsula. It is one of the oldest inhabited regions in the world, with a rich history of trade, culture, and civilization. Aden, where Zaynab grew up, is Yemen’s second-largest city and a major port.

 In 2011, Yemen experienced a major political revolution as part of the broader Arab Spring movement. This led to years of civil war and conflict, making Yemen one of the most dangerous places in the world for civilians. Millions of Yemeni people have been displaced and forced to leave their homes because of the violence. 

Many Yemeni families, like Zaynab’s, were separated by the conflict. Some fled to neighboring countries like Egypt or Jordan. Others eventually made it to the United States through the refugee and immigration system. 

Somalia is a country in East Africa, in the Horn of Africa region. Many Somali families have also immigrated to Minnesota; Minneapolis has one of the largest Somali communities in the United States. Zaynab’s story connects to this broader community of East African and Arab immigrants who have built new lives in Minnesota.

TB (tuberculosis) is a serious infectious disease that affects the lungs. It is common in parts of Africa, the Middle East, and Asia, particularly in overcrowded or under-resourced conditions. Zaynab contracted TB while living in Egypt. She received treatment and recovered. Her survival and continued journey show remarkable resilience. 

STEP-UP is a real youth employment program in Minneapolis that connects young people, many of them from immigrant and refugee families, to internships, job training, and career opportunities. It is one of the many programs in Minneapolis that supports new immigrants and refugees in building their futures.

Briefly Introduce:

  • Somalia, Yemen, Egypt 

  • Refugee experiences

  • Somali communities in Minnesota

Show:

  • Map of Somalia, Yemen, Egypt 

  • Timeline of Zaynab’s journey

  • Photos of Somali community life

Vocabulary Introduction

Distribute Vocabulary and Definitions Handout before viewing Zaynab’s video. Review each word, discuss the definition, “Connect It” statement, and Critical Question. Students should keep the handout on their desks during all activities.

 

Arabic Language Connection

Introduce simple Arabic words related to the lesson:

  • سلام (Sah-LAM) – Peace

  • أمل ((AH-mal) – Hope

  • مجتمع (Muj-TA-mah) – Community

  • قوة (QOO-wah) – Strength

Practice pronunciation and discuss how these ideas connect to healing and future building.

 

Prepare for Viewing

Tell students their job is to listen for:

  • Challenges Zaynab faced

  • Actions she took to overcome them

  • Outcomes or opportunities that resulted

 

First Viewing

Tell students to watch without writing, and just focus on understanding the story.

After viewing, ask:

  • Where did Zaynab migrate and why?

  • What challenges did she face?

  • How did she respond or show resilience?

  • What opportunities came from her experiences?

 

Review: Exit Ticket

Complete one statement:

  • One challenge Zaynab faced . . .

  • One example of resilience is . . .

  • One thing I learned about Zaynab’s journey was . . .

 

Day 2 – Healing, Advocacy, and Future Building

Warm-Up Review – Partner Discussion

  • What do you remember about Zaynab’s story?

  • What challenge did she face?

  • Who helped support her?

  • What does healing mean?

 

Chunk

Second Viewing

Play the video a second time. Draw the graphic organizer chart on the whiteboard as seen below, then fill it out using words or short phrases. Complete one example together as a class before students work independently.


Stop at certain timestamps of Hend’s video to help students.

 

Outcome or Opportunities

Action or Resistance

Challenge or Restriction
     
     

Teacher Moves (Pause and Support)

  • What challenges did Zaynab face?

  • How did she respond or show resilience?

  • What opportunities or outcomes came from her experiences?

 

Check for Understanding

Invite two students to share one challenge, action or outcome.

 

Chew: Interpersonal Activities (Speaking/Exchanging Ideas)

When Zaynab came to the US, she faced many challenges but also found new opportunities through education and community. She became a student leader, used her voice to speak about refugee experiences, and advocated for justice.

 

Partner Talk

Have students pair up with a partner to discuss and interpret Zaynab’s journey. How does her story show:

  • Challenges or Restrictions?

  • Action of Resistance or Resilience?

  • Outcome of Opportunities?

 

Student Choice 

Option A: Analyze Zaynab’s Story

Identify: 

  • The challenge

  • The action

  • The outcome

 

Option B: Make a Connection

Think about a person you know (or a famous person) who: 

  • Faced a challenge

  • Took action

  • Created opportunities

Draw a picture or explain their story.

Rather than focusing solely on hardship or trauma, encourage students to highlight:

  • community

  • healing

  • hope

  • belonging

  • creativity

  • family support

Sentence Stems

  • One challenge Zaynab faced was . . .

  • She responded by . . .

  • This led to . . .

  • In my opinion, this shows . . .

Review

  • Fill in the blank about resilience or resistance.

    • I learned that resilience can be ___ because . . .

    • In Zaynab’s story, resilience looked like . . .

 

Chew: Presentational Activities (Writing/Speaking) Review 

Option A: Presentational Writing

  • Explain how Zaynab’s story shows healing and future building. Use two vocabulary words.

or

  • Present to a partner, then share with the class.

    • Starter: “Zaynab’s story shows healing because . . .”

 

Option B: Presentational Speaking 

  • Each student presents for thirty to forty-five seconds.

    • This matters because . . .

 

Review: Quick Assessment (Exit Ticket) 

Answer one question:

  • What is one challenge Zaynab faced? How did she respond?

  • What is one way Zaynab showed resilience?

  • What is one opportunity Zaynab gained from her experiences?

  • How did Zaynab find support during difficult times?

  • What role did the community play in her journey?

  • How did Zaynab use her experiences to help others?

  • What does healing mean in Zaynab’s story?

Sentence Stems

  • Healing can look like . . .

  • The community helped Zaynab by . . .

  • Zaynab used her voice to . . .

  • Future building means . . .

  • I learned that healing can include . . .

 

Multilingual and ELL Support

  • Use sentence stems for discussions and writing, such as:

    • One challenge Zaynab faced was ___, which led her to . . .

    • She responded by ___, showing resilience because . . .

    • One opportunity that came from this was . . .

    • I learned that resilience can be ___ because . . .

    • Zaynab’s story shows ___ because ___ . . .

  • Allow the use of heritage language captions on videos.

  • Include timestamps to help students fill out the graphic organizer.

  • Allow discussions in students’ home language, then translate if needed.

  • Allow any writing to be in the students’ home language first.

  • Allow fill-in-the-blanks when writing, as needed.

  • Model responses (think-aloud) before students respond independently.

Resource List 

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Zaynab Abdi’s narrative and video

 

 

Vocabulary and Definitions Handout

Vocabulary Word

Definition 

Example 

Critical Question

Healing

The process of becoming whole or healthy again after experiencing physical or emotional injury—not forgetting, but rebuilding.

Finding family, school, and community support helped Zaynab continue healing after loss, illness, and displacement.

Can a person be healing and still be in pain at the same time? What does that look like?

Trauma

A deeply distressing or disturbing experience that can have lasting effects on a person’s mind, body, and sense of safety.

Losing her grandmother, fleeing violence, surviving TB, and arriving alone in a new country were traumatic experiences for Zaynab.

Is trauma only personal? Can communities experience trauma? Can systems cause trauma?

Displacement

Being forced to leave your home or country—usually due to war, natural disasters, or systemic injustice.

Zaynab was displaced by the Yemeni civil war and political instability—she did not choose to leave.

What is the difference between choosing to move and being forced to move? Why does that distinction matter?

Belonging

The feeling of being accepted, safe, and valued as a member of a specific group or community.

When Zaynab found students from all over the world at her Minneapolis school, she began to feel like she belonged.

What systems or structures make certain people feel like they belong—while making others feel they do not?

Resilience

The ability to recover from difficulties and keep going even when things are very tough—often built through community and support, not just individual strength.

Zaynab’s resilience was not just personal—it was supported by teachers, programs like STEP-UP, and a community that welcomed her.

Is resilience always an individual quality? Or is it also something communities create together?

Advocacy

The act of speaking up or taking action to support a cause or to help others get what they need—especially those whose voices have been silenced.

Zaynab uses her own story to advocate for refugee and immigrant rights—turning personal experience into public action.

What makes advocacy powerful? Who gets heard when they advocate—and who does not?

Justice

The process of ensuring people are treated fairly and that wrongs are made right—often requiring systemic change, not just individual effort.

Zaynab’s story encourages us to think about what fairness looks like for refugees and immigrants who are rebuilding their lives in a new country.

What responsibilities do schools, communities, and governments have to help people rebuild their lives after displacement?

 

Unit 3: Healing and Future Building – Hmong Healing and Future Building

Time Frame

  •  2 class periods

 

Materials

  • Green Card Entrepreneur Voices – Steve Thao’s video

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: using traditional Hmong arts as an opportunity for identity affirmation and healing
  • Conceptualize: using Hmong arts as tool for visioning, futurisms, world-building, hope, healing, and collective possibilities

Instructions

 

Important: Please give the class a general trauma warning and create a safe space for the class before beginning the lesson. Today’s class will explore how people use art and music to process hard times and heal. Some of our topics will touch on war, leaving home, and intergenerational trauma, the stress or sadness that families carry across generations, and may trigger certain feelings. Please remind students to be respectful of one another, provide space as needed, and allow students to skip or pass on discussions as needed. Also, remind students to reach out to their mental health providers and tell them these topics were brought up and discussed in class, and made students feel a certain way. Use your best professional judgment to warn the class. 

Ignite: Hmong Musical Instruments

  • Show images of some traditional Hmong instruments on the board. 
  • Ask students if anyone recognizes the instruments or can tell what they are. 
    • Call on a few to guess the instruments’ names or what they are.

 

Turn and Talk

What song do you listen to when you are sad or down? Why does music work better than just talking to a friend?

 

Chunk: Hmong Instruments

  • Introduce the Hmong instruments:
    • qeej / lusheng
    • raj / flute
    • ncas / mouth harp
    • xim xaus / violin
  • Show images of each traditional Hmong instrument; then explain what they’re made of and what they are used for.
  • Watch an excerpt of Among Mountains, from 29:00 to 43:00.
    • Neng Thao explains the instruments and their connections to the Hmong language, along with how music is an extension of the language and is often used for courting. 

Turn and Talk

How can playing a traditional Hmong instrument be seen as a form of communication? How is it a form of healing?

  • Ask for a few students to share out loud with the class.

 

  • Clearly explain to students how music allows for expression, especially feelings. Traditionally, it is a cultural taboo to openly talk and share feelings and emotions, especially while courting. Music allows individuals to express their feelings of love, happiness, or sadness to one another. 

 

Turn and Talk

Think about a song you put on when you are down. Why does hearing this song feel safer or more comforting than talking with a friend?

  • Sentence Starter: When I am overwhelmed, I like to listen to . . .

 

Chunk: Steve Thao’s Story 

Watch the “Steve Thao” video from Green Card Entrepreneur Voices.

 

Group Task

  • Watch: Watch the video together.
  • Discuss: How can art help Hmong understand their family’s history? How can art help Hmong heal from their past?
  • Analyze: Thao said, “Art is a way for us to tell our own stories, rather than having others tell them for us.” What does he mean by this? How can you use art to tell your story?

 

Chew: Paj Ntaub Artwork 

Introduce traditional Hmong paj ntaub, which is often used to tell stories, especially through story cloths. Share how story cloths started in the refugee camps as a way for Hmong to use their talent to make money. They would make cloth by hand and create story cloths of their journey, history, and experiences. Show examples of story cloths and point out specific symbols and what they represent. (See Flowery Cloth link below.)

 

Artwork and Paragraph Assignment

  • Pass out a blank white quarter sheet or half sheet of paper to students. Have them draw and color in a story about their life that can be used to inspire or instill hope in others.
    • Students do not have to draw a border.
  • Students should also write and turn in a paragraph reflection about their art and how it can provide healing and hope for others. 
  • Teacher will collect all of the images and create a collage on the wall with all the handouts. The teacher can cut out Hmong patterns or triangles to build a border for the images.

 

Review: 3-2-1 Exit Ticket

On a slip of paper (regular notebook paper or sticky notes) or a digital form, students must write and turn in:

  • Three specific facts they learned about Hmong arts
  • Two ways that art has shaped the Hmong experience
  • One question they still have about how art can help inspire a better future

 

Multilingual and ELL Support

  • Provide a sentence stem for reflection:
    • Art can serve to help with . . .
    • Art can help heal…
    • Art allows me to understand . . .
    • I express myself by . . .
    • When I feel _______, I listen to . . .

 

Vocabulary and Definitions

  • Paj ntaub: traditional Hmong art that is made by a needle stitching onto a fabric cloth
  • Art: something you make using imagination to share ideas and feelings, to make something beautiful, or to show and tell how you see the world  
  • Healing: the process of getting better, stronger, or whole again after you have been hurt, in either your body or feelings
  • Hope: the belief that something good can happen
  • Intergenerational Trauma: stress, trauma, or emotional sadness that is passed down from one generation to the next

 

Resource List 

Unit 2: Resilience and Resistance – Resilience in the Oromo Culture and Justice System

Time Frame

  • 1–2 class periods 

 

Materials

 

Connection to the 7 Cs of Ethnic Studies

  • Center: centering Oromo indigenous culture of helping each other and the Oromo knowledge system of justice and reconciliation 

 

Instructions

 

Ignite

  • Ask students the following questions. (Students can answer in English or a heritage language. They can also draw their answer, if they’d like.)
    • What do you think culture means? If it helps, you can describe our classroom culture, our school culture, your family or community’s culture, our culture in America, etc. 
  • What do you think justice means? If it helps, you can describe what justice looks like when there is a conflict in our classroom, our school, your family, your community, or our society.
  • Have students share their answers.

 

Chunk 1

  • Give a student-friendly definition of culture and justice.
  • Provide the lesson on Oromo culture below. 

 

The Oromo Culture of Helping Each Other

  • Jiga is when people come together to help each other with work. Everyone shares the effort so no one has to do it alone.
    • The focus is on teamwork and shared responsibility. 
  • Qabo is when people quickly show up to help someone they care about who is in trouble, without needing to be asked.
    • The focus is on community being there whenever it’s needed.
  • Afoosha is when a group of people regularly support each other, especially during emergencies, by sharing money or resources.
    • The focus is on financial and social support.

 

Oromo Justice and Reconciliation 

  • Jaarsumaa is when respected elders in the community help solve problems by listening to both sides and helping people make peace.
  • The focus is on the relationship, not blame. 
  • Gumaa is when someone or their family takes responsibility for harm they caused, and gives something back (like support or compensation) to make things right.
  • The focus is on repairing the harm, not punishing.
  • Araara is a way of bringing people back together after conflict through apology, forgiveness, and community healing.
  • The focus is on finding peace and healing, which is what matters most.

 

Chunk 2

Compare American and Oromo culture and justice.

  • Show the T-chart (see attachment/appendix 1).
  • Give a scenario of a conflict between two students in your school. What harm was caused? What would justice look like? How would the principal handle it?
    • Expected answers would be that our schools traditionally focus on who started the fight (highlighting who is “guilty”) and a punishment system (referral, detention, suspension). 
  • Now, given our lesson on the Oromo justice system, how do you think this same conflict would be handled in the Oromo culture? 
    • Jaarsumaa: Respected elders would mediate the conflict and listen to both sides. The two students would talk it out.
      • You can ask students: What questions would you ask? How would you help both sides be heard and understood?
    • Gumaa: Harm would be repaired through positive action (providing support, taking responsibility, restoring balance).
      • You can ask students: What support would be needed for both students? How can their relationship be restored going back in the classroom? How can each person take responsibility for the conflict that feels productive for all?
    • Araara: The conflict settled, the community would come back together.
      • You can ask: What would peace look like afterward for the two in conflict? How would students in the class feel when the two students return after mediation? 

 

Chew 

  • Watch or read Tashitaa Tufaa’s story or video. If reading, highlight/annotate the parts where you can find the answers to the Turn and Talk prompts. 
  • Turn and Talk, sharing with a partner: 
    • What Oromo culture did Tashitaa mention? 
    • What disagreements or conflicts did he mention?
    • How did he use his Oromo cultural upbringing to persevere when he was learning English, working multiple jobs, and starting his own business?

 

  • At the end of partner sharing, share with the students: Tashitaa’s story connects to this topic because he is an Oromo immigrant who has lived in Minnesota since 1992. He is a hardworking and community-oriented person who supports his community financially and socially. As an educated entrepreneur, he demonstrates strong commitment to his cultural values, especially the Oromo tradition of helping one another. Helping each other is a core part of Oromo culture, and Tashitaa lives out this value in his daily life. Oromo people value their culture by practicing it through tradition, respect, and community cooperation, just as Tashitaa does.

 

  • In small groups or with a partner, have students take on one of these topics to design what justice could have looked like for Tashitaa. If the Oromo justice system had been used, how would Tashitaa’s experience have been different? Refer to the handout “Why Is Oromo Culture Important?” (attachment/appendix 2) and the prompts below. 
  • Students can craft their response on paper or digitally, being creative as they visually show how Tashitaa’s experience would be different.

 

Topic options (choose one) and prompts:

  • Topic 1: Disagreeing with the government
    • What disagreement or harm was taking place?
    • What could Jarsuumaa (talking it out) and Gumaa (restoring relationship) have looked like? 
    • What could Araara (peace) have looked like?

  • Topic 2: Learning the English language
    • What barriers did Tashitaa face?
    • How could people and the community have helped him learn English?
    • What could Jiga, Qabo, and Afoosha have looked like for Tashitaa in this circumstance? 

  • Topic 3: Integrating into a new community
    • How could the community have helped Tashitaa address job and housing access? 
    • What support systems could have better helped Tashitaa in his transition?
    • What could Jiga, Qabo, and Afoosha have looked like for Tashitaa in this situation? 

 

Review

  • Have students pair-share the following questions:
  • What does justice mean to me now? How could we use aspects of Oromo culture and justice systems in our classrooms, schools, and society?
  • How do my family or my cultural community handle justice and help one another? Is it the same or different from the Oromo culture?

 

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).
  • Provide sentence stems for written work and verbal share-outs / small group discussions. 
  • Provide the chunked parts in the reading ahead of time so students don’t have to find it.

 

Vocabulary and Definitions

  • Culture: A reflection of how people live and exist as a community or nation. Culture includes many parts of life, such as politics (how people are governed), religion (belief systems), traditions (customs and practices), and the economy (how people work and support themselves).
  • Resilience: The ability to keep going and not give up when things get hard.
  • Guuza/Jiga (JEE-guh): When people come together to help each other with work. Everyone shares the effort, so no one has to do it alone. The focus is on teamwork and shared responsibility. 
  • Qabo (KAH-boh): When people quickly show up to help someone they care about who is in trouble, without needing to be asked. The focus is on the community being there whenever you need it.
  • Afoosha (ah-FOO-shah) When a group of people regularly support each other, especially during emergencies, by sharing money or resources. The focus is on financial and social support.
  • Jaarsumaa (jar-SOOM-mah): When respected elders in the community help solve problems by listening to both sides and helping people make peace. The focus is on the relationship, not blame. 
  • Gumaa (GOO-mah): When someone or their family takes responsibility for harm they caused and give something back (like support or compensation) to make things right. The focus is on repairing the harm, not punishment.
  • Araara (ah-RAH-rah): A way of bringing people back together after conflict through apology, forgiveness, and community healing. The focus is on finding peace and healing, which is what matters most.

Resource List 

 

 

 

 

Appendix 1: T-Chart – Western School Discipline vs. Oromo Justice System

 

If There’s a Fight at School . . . (Western School Discipline Approach)

If There’s a Fight at School . . . (Oromo Justice System Approach)

The focus is on who started the fight.

The focus is on what harm was caused and why it happened.

Students are blamed individually.

Both students are heard and understood in context.

Students are sent to the office/principal.

Students are brought together with elders or trusted adults to mediate (Jaarsummaa).

Students are punished (detention, suspension).

Students work to repair harm (Gumaa).

There is little conversation between students.

Students talk it out and share their perspectives.

Conflict often ends with punishment.

Conflict ends with peace and reconciliation (Araara).

Families may or may not be involved.

The community (family, peers, adults) is involved.

The focus is on rules being broken.

The focus is on relationships being restored.

Appendix 2: Why Is Oromo Culture Important? (Student Handout)

 

What Is Culture?

Culture is a reflection of how people live and exist as a community or nation. Each person and every group of people has their own culture that guides their daily life. Culture includes many parts of life, such as politics (how people are governed), religion (belief systems), traditions (customs and practices), and the economy (how people work and support themselves).

Culture can be seen in how people dress, how they help each other, how they celebrate weddings, and how they express sadness and joy. In simple terms, culture is the way people live their lives and support one another. It acts like a mirror, reflecting who people are and how they live.

What Is Oromo Culture?

The Oromo people, like all groups, have their own unique culture that shapes their daily lives. This culture influences how they think, act, and interact with others. Oromo culture includes many traditions, such as festivals, marriage practices, systems of helping each other, and ways of resolving conflict. These cultural practices guide how people live and support one another in their communities.

Oromo Culture of Helping Each Other

Helping one another is a very important part of Oromo culture. People support each other and stand together during times of need. There are several ways this support happens in everyday life.

One way is Jiga. This is when people come together to do work as a group. For example, people may farm together or help each other build something. This shows the importance of teamwork and shared responsibility, where no one has to do everything alone.

Another way is Qabo. This is when people quickly help someone they care about when they are in trouble, even if that person did not ask for help. This shows that the community is always ready to support its members when they are in need.

A third way is Afoosha. This is a system where a group of people regularly support each other, especially during important events or emergencies, by sharing money or resources. This provides both financial and social support and ensures that people are not alone during difficult times.

Oromo Cultural Reconciliation (Solving Conflict)

In Oromo culture, there are systems in place to resolve conflicts, from small disagreements to serious situations. These systems have been passed down from generation to generation and are an important part of maintaining peace and balance in the community.

Odaa (Represents Unity and Peace)

The Odaa is a very important place in Oromo culture and history. It represents unity and peace among the people. The Odaa is where leaders, known as the Abba Gadaa, gather to make decisions, solve problems, and keep peace. 

The Odaa tree is also symbolic. Its leaves do not dry out in summer or winter, and its wide branches provide shade. This represents protection, stability, and the strength of the community. The Odaa is a place where the community gathers for shared peaceful decision-making. The Oromo culture uses multiple sacred gathering places where people talk things through, solve problems, and keep the peace. The Odaa is preserved through oral tradition and community knowledge.

Oromo Justice and Reconciliation Systems

The Oromo people have developed different ways to solve conflicts and restore peace. These include systems such as Gumaa and Jaarsummaa. These practices focus on understanding, accountability, and healing rather than punishment. The ultimate goal is Araara, which is when peace is restored.

Jaarsummaa is a system where respected elders in the community help resolve conflicts. They listen carefully to both sides, examine the situation thoroughly, and help people tell the truth. Their goal is not just to decide who is right or wrong, but to help restore peace and heal relationships within the community.

Gumaa is used when harm occurs. In this system, the offender or their family takes responsibility and provides support, resources, or compensation to the affected family. This process involves elders, Gadaa leaders, and spiritual leaders. The purpose is to restore balance between the people who were in conflict and to prevent further harm or conflict.

Araara is what happens when peace is restored. Apologies are made, wrongs are forgiven, and the community witnesses the resolution. The parties involved can heal and move forward together.

Conflict is seen as a natural part of life, so there must be ways to resolve it. In Oromo culture, justice focuses on repairing harm rather than punishing individuals. The goal is understanding, accountability, and restoring relationships.

Conclusion of Oromo Culture

Oromo culture is deeply rooted in the community and serves as a system for organizing daily life. It is built on strong values of mutual responsibility and support. People help one another not just occasionally, but as an expected part of life.

In Oromo culture, individuals do not face challenges alone. The community is always there to support, guide, resolve conflicts together, and restore balance. This strong sense of connection and responsibility helps maintain peace and strengthens the community as a whole.

Unit 1: Identity and Language – Roots of Oromo

Time Frame 

  • 1–2 class periods

 

Materials

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Ikrem Nuru’s video
  • Appendix: Student Handouts
  • Oromo images (see pictures here)

 

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: learning about the Oromo history, people, and language to provide opportunity for identity affirmation and healing
  • Center: centering Oromo youth and their lived experiences navigating institutional structures as new immigrants 

 

Instructions

 

Ignite

  • Have students Turn and Talk and complete the KWL chart (see attachment/appendix 1) by answering the question below:
    • What do you know about the Oromo people and language?

 

Chunk 1

  • Provide a short reading and analyze the text of “Oromo People, Culture, and Language” (see attachment/appendix 2) with students to help students understand the history, culture and language of the Oromo people.
  • Use “5-4-3-2-1 Close Reading Strategy” (see attachment/appendix 3), an activity where students identify five key words, four interesting facts, three new words, two connections, and one question. 

 

Chunk 2

  • Have students watch Ikrem Nuru’s video.
  • After watching the video, have students create a timeline of events they saw and heard; you can provide them scrambled event cards and have them sort them in chronological order.

 

Chew

  • Assemble students in groups of two to four. Have them Turn and Talk and answer the following questions below: 
    • Ikrem was born in ___________ in the country of ___________.
    • She came to the USA in ___________.
    • Her goal is to become ___________.
  • Then, have students complete the comprehension questions about Ikrem Nuru’s story (see attachment/appendix 4).

 

Review

  • Have students pair-share the following questions. 
    • How many languages do you speak? 
    • What are those languages? 
    • How do those languages impact your identity?
  • Then, have students share their identity life events with a table partner (see attachment/appendix 5). 
  • When sharing is done, ask students:
    • What new information did you learn about your classmate? 
    • What connections were you able to make with them?
    • What is one question you have for them?
  • Lastly, have students complete the “What I Learned” column on the KWL chart. 

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).
  • Provide graphic organizers as student handouts.
  • Provide sentence stems for written work and verbal share-outs / small group discussions. 
  • Annotate text using different colors for 5-4-3-2-1 close reading strategy.

 

Vocabulary and Definitions

  • Boorana (Buh-RAH-nuh): one of the largest Oromo ethnic groups
  • Barentu (Bah-REHN-too): branch of Oromo people
  • Cushitic (Kuh-SHIT-ik): group of languages and peoples of the Horn of Africa 
  • Afaan: language
  • Afaan oromo (AH-faan oh-ROH-moh): Oromo language 

Resource List 

    • Book-Alamayyoo Haile, 2007
  • The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen

Appendix 1: KWL Chart

What do you know about the Oromo people and language?

 

What I Know

What I Wonder

What I Learned

   

Appendix 2: Oromo People, Culture, and Language (Student Text)

 

Who Are the Oromo People?

The Oromo are a major ethnic group living in Ethiopia and the Horn of Africa. They are the largest group in Ethiopia, with a population of about fifty million. Across the entire continent of Africa, they are the third-largest group, following the Hausa and Fula (Hoolanii) peoples. While most live in East Africa, Oromo communities can now be found all over the world, including in Europe, Asia, and North America.

 

The Oromo belong to a larger family of people known as the Cushitic speakers. Historically, they are known for creating the Gadaa system, a unique way of governing and organizing their society. This system is so important to history that it is officially recognized by UNESCO as a world treasure.

 

Family Roots

According to Oromo tradition, the people descended from two main branches, or “sons”: Borana and Barentu.

  • Borana had twelve sons, including groups like the Wollagga, Sidamo, and Guji.
  • Barentu had five sons, who became the fathers of groups like the Arsi, Ituu, and Karrayyuu.

 

The Oromo Language (Afaan Oromoo)

The Oromo language, called Afaan Oromoo, is a vital part of African history. For centuries, the Oromo used their language to pass down songs, laws, and customs through the spoken word.

 

Writing and the Alphabet

The way the Oromo language is written has changed over time:

  • 1800s: Oromo was first written using Arabic script.
  • 1991 to Present: The language officially moved to the Latin alphabet (the same letters used in English).

 

The Afaan Oromoo alphabet has thirty-three letters. It uses the same five vowels as English (A, E, I, O, U) and includes “double letters” to represent unique sounds, such as Ch, Dh, Ph, Ny, Sh, and Ts.

 

Education and Media

Today, Afaan Oromoo is a professional language used in many areas of life.

  • Schools: It is used as the language of instruction from kindergarten all the way to the university level. Students can even earn a PhD in the language.
  • The News: Since 1991, many TV and radio stations have broadcast in Afaan Oromoo. This includes government stations like OBN and ETV, as well as international news like the BBC and Voice of America (VOA).
  • Technology: The language has entered the digital age. You can now use Google Translate for Oromo, and there are specific smartphone keyboards and software designed for the language.

 

Why It Matters

Using a native language in school helps students learn better and stay connected to their identity. For people moving to new countries, such as Ikrem Nuru, language remains a powerful link to who they are. It is more than just words; it is a way to share feelings, history, and culture.

Appendix 3: 5-4-3-2-1 Close Reading Strategy (Student Handout)


After reading Appendix 2, students will complete the close reading strategy using five key words and definitions, four interesting facts, three new words, two connections, and one question. 

 

   

5 Key Words and Definitions

1)

2) 

3)

4)

5)

4 Interesting Facts

1)

2)

3)

4)

3 New Words

1)

2)

3)

2 Connections

1)

2)

1 Questions

1)

Appendix 4: Comprehension Questions from the Story of Ikrem Nuru (Student Handout)

 

Directions: After watching the video, have students fill in the timeline of events from Ikrem Nuru’s story in chronological order. 

 

1. Describe Ikrem’s life in Asasa, Ethiopia.

2. What big news did Ikrem hear from her father? How do you think having to leave her mother and sister behind impacted her?

3. Describe Ikrem’s journey to America. What was her experience when she arrived? Do you think learning a new language (English) was hard for Ikrem? Why or why not? How did Ikrem find a sense of belonging and identity when she came to the US?

4. Explain Ikrem’s goals for the future. Why does she want to study biology, and how do you think this is a way of giving back to her parents?

 

Appendix 5: Identity Life Event (Student Handout)

 

Think of five life events that are meaningful for you and shaped your identity. 

For example, 

  • Event 1: Heritage and Roots
    • Where and when you were born
  • Event 2: Major Changes
    • A time you experienced something new and life-changing
  • Event 3: Challenges and Growth
    • A time you felt proud of yourself and demonstrated resilience, even when things were difficult
  • Event 4: Community and Belonging 
    • A moment when you were understood for your story or felt a sense of belonging.
  • Event 5: Future Dreams
    • A personal goal, aspiration, or endeavor you want to achieve in the future

 

Event 1: Heritage and Roots

 

[Describe the event here; use four to six complete sentences.]

 

Event 2: Major Changes

 

[Describe the event here; use four to six complete sentences.]

 

Event 3: Challenges & Growth

 

[Describe the event here; use four to six complete sentences.]

 

Event 4: Community & Belonging 

 

[Describe the event here; use four to six complete sentences.]

 

Event 5: Future Dreams

 

[Describe the event here; use four to six complete sentences.]

Unit 3: Healing and Future Building – Healing and Future Building Through Community

Time Frame

  • 1–3 class periods 

Materials 

  • Poem: “Perhaps the World Ends Here” by Joy Harjo
  • Chromebooks
  • Slides 
  • Notebooks
  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Angel Santos’s story
  • Highlighter
  • Pen/Pencil 
  • Drawing Paper
  • Markers

Connections to 7 Cs of Ethnic Studies 

  • Cultivate: empathy, community actualization, cultural perpetuity, self-worth, self- determination, and the holistic well-being of all participants, especially Native people/s and people of color
  • Conceptualize: imagine and build new possibilities for post-imperial life that promote collective narratives of transformative resistance, critical hope, and radical healing

Instructions

Day 1 – Ignite: Intro/Warm-Up

Welcome, agenda, announcements, learning target (slide 1)

 

Chunk: Community as a Source of Healing and Future Building (slide 2)

 

a. Warm-up activity

    1. Read as a class: “Perhaps the World Ends Here” by Joy Harjo (source)
    2. Turn + Talk Questions for post-reading: 
      • Gathered around the table are people, not one person. Around the “table” people can be hostile, but also joyous. Why is community necessary despite the ups and downs?
      • What is necessary for people to gather “around the table”?

b. Mental health – Today’s lesson discusses immigration enforcement, family relationships, community safety, healing, and experiences of fear and uncertainty. Some students may personally or intergenerationally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable and supportive.

Chunk 

c. Community vs. Individualism

          i. Activity: Move to the side if . . .

      • On one side of the room, write on paper or a board, “I can do/solve this by myself.” 
      • On the other side of the room, “This can be done/solved with a group of people.” 
      • Read scenarios for students and have them move to the side they agree with. 
        1. “You’re struggling to figure out your homework.” 
        2. “You’re noticing a lot of garbage on the street by your house.”
        3. “Your city is destroyed by a natural disaster like a tornado or flood.”
        4. “Your community food shelf is running low.” 
        5. “The park in your neighborhood has been vandalized.” 
      • Is every situation in your life meant to be handled by just you? When is it helpful to involve others? 
        1. In many ways, community or collective work is easier and better for us mentally, emotionally, and physically. 

          ii. Slide 3: “Many countries in Central and South America rely on community to get through life. It is very common for homes to be multigenerational and honor those who have come before us!”

 

d. Communities and immigration as a form of future building (slide 4)

         i. One of many reasons for immigration is the dream for a better life. (Break text, new paragraph/line.) What if that dream is threatened? What do you do?

      • Ask students to share aloud; pick 3 people.
        1. Avoid pressuring students to disclose or feel the need to address personal topics.
        2. Prioritize emotional safety 
        3. Realize students may not be ready to learn, talk, or engage in the topic of Metro Surge, as it could be triggering.

          ii. Slide 5: Mini task during lesson

      • Have students read/listen to a story on this MPR article about immigrants during Metro Surge, the federal occupation of DHS agents in Minneapolis.
      • Students answer in notebooks: 
        1. Why did (insert name of person’s story you listened to) move to the US?
        2. What was their experience in the US during this time of the Metro Surge?
        3. In what ways did DHS and ICE threaten their rights to “life, liberty and the pursuit of happiness,” as promised in the Declaration of Independence?

        iii. Ask students to share aloud; pick 3 people.

 

e. Slide 6: Threats to our future: Minneapolis during Metro Surge

                          i.

        • Minneapolis came together: the protesters (source)
          a.
        • Slide 7: Minneapolis came together: the organizers
          a.
        • Slide 8: Minneapolis came together: the ICE watchers
          a.
        • Slide 9: Community as a way to protect the future
          1. The way Minnesota came together for their neighbors demonstrates that people are willing to come together to believe in a future together—no matter their background.

          2. Ultimately, the front leaders were often women, mothers, and queer people leading mutual aid fundraisers for rent, food, transportation, and more. 
            1. In many Latin American cultures, women are the ones tending and sacrificing a lot of their own social/emotional lives for their families.

f. Slide 10: Esperanza – Hope

    1. Esperanza means “hope” in Spanish.

Day 2 – Chew: Class Work Time Instructions

  1. Pick a partner.
  2. Read the story of Angel Santos (have them printed).
  3. Annotate Angel’s story.
    1. Circle words you do not know.
    2. Highlight sections where Angel shares his relationship with his family.
    3. Underline sections where Angel describes acceptance (from others or himself).
    4. Star sections that demonstrate dreams of the future.
  • Slide 11: Add a pair to your pair!
    • Share your annotations and discuss reflection questions together. 
    • Partner Discussion Questions (record or walk around during this)
      1. Pick an annotation that stuck out to you—why did it impact you?
      2. What/who helped Angel when he moved to the US? 
      3. Why was it difficult for Angel to move to the US?
      4. Who helped Angel heal through his hard times? 
      5. Angel mentions his complicated relationships with his family. Why are relationships, despite being complicated, important for people? How did they impact Angel’s life?
      6. In what ways does Angel demonstrate healing?
      7. How do communities protect one another? 
      8. What does belonging look like for Angel? For you? 

 

g. Day 3 – “Inviting Others to Our Table” activity (slide 12)

This activity may require this day to be a planning day, and another day for an execution day.

    • Think of the poem we read at the beginning of class. Now, think of what you’d host at your table.
      1. Students have to plan something that allows for centering community and joy (this looks like an activity + dialogue) → “integrate joy into an activity while engaging in dialogue through prompts made to spark feelings of belonging and inspiration”
    • Students will then set up at a table in a common area during the hour, ready with their activity and dialogue. Teachers are encouraged to invite staff and their classrooms to come on down to engage with students’ tables. 
    • Each table should show:
      1. Invitation and inclusivity—is your table open to all? 
      2. Community nurturing—are you fostering community and a sense of belonging? 
      3. Future building—how does your table inspire others to build a future for all?
  • Examples: 
    1. Collaging images that inspire good mental health while talking about mental health resources or prompts that promote checking in with oneself vulnerably. 
    2. Journaling and sharing with your tablemate what you’re comfortable sharing.
    3. Sharing a meal with prompts to stir conversations with each other.
    4. Puzzling with prompts to stir convos with each other.
    5. Playing chess or cards—talk about friendly competition and what it means to lose.
    6. Gather inspo from the poem!
  • Many, many more!

Review: Large Group Whipshare Discussion (for both planning and execution day)

  1. How does your table represent the future you wish for?
  2. What is it like to build toward that future?

Multilingual and ELL Supports

  • Provide English sentence stems to help students contribute to whole class and small group discussions.
  • Enable captions on videos (in English and/or home language).
  • Allow students to think about their answers by writing them in their home language first prior to teacher questions during the lesson (chunk), and while sharing annotations and reflection questions with a partner.
  • Allow students to read Angel’s story in their home language.
  • Allow students to annotate in their home language.

Vocabulary and Definitions

  • Community: a sense of belonging within a group due to shared interests, attitudes or goals
  • Collective: people or entities that unite voluntarily for a common purpose
  • Individualism: a perspective that draws attention to independence and freedom of action for individuals over the collective interests
  • Future building: a perspective that looks forward to a future that is sustainable and resilient and centers the well-being of the collective community

Resource List