التعافي و الامل في قصة زينب الوحدة الثالثة: التعافي و بناء المُستقبل
الاطار الزمني:
حصة الى حصتين دراسيتان
المواد
– أصوات شباب البطاقة الخضراء- قصة و فديو زينب عبدي:
story -https://youtu.be/FyMvgTkropU
Video: https://youtu.be/FyMvgTkropU
– صوت المهاجرين :
– قلم و دفتر مُلاحظات
– مِقصّات
– ورقة نشاط التَسلسُل الزمني.
– ورقة المُفردات و التَعريفات.
ألارتباط بمباديء الدراسات العِرقية
التحدي: تشجيع التَعلُّم الذي يواجه الظُلم و يَحد من أثارهِ، و يُعزز العدالة من خلال العمل و المُشاركة و الدفاع عن الحقوق و يَدعَم التَعافي، كما يُشَجع على إعادَة النَظر في الروايات و الافكار السائدة من خلال الاستماع الى وجهات نظر و تَجارب مُتنوعة.
التَعليمات
اليوم الاول: فهم التحديات و التعافي و الامل
التمهيد : نشاط للفهم ( المُشاهدة / القراءة)
– أطلب من الطُلاب أن يستذكروا موقف صعب واجههم أو تحدياً في حياتهم.
– ثم أطلب من كل طالب إختيار أحد الموضوعين التاليين و الكتابة عنهُ:
1- تحدث عن موقف إحتجت فيه الى أن تكون قوياً أو صَبوراً.
2- هل سبَقَ أن إنتقلتَ الى مكان جديد أو بدأتَ تجربة جديدة؟ كيف كان شعورك ؟ و ماذا فعلت؟
إعطِهم وقتاً من ثلاثة الى خمس دقائق للكتابة
نشاط الاركان الاربعة
– ضع أربع لافتات في زوايا الصف تحمل العناوين التالية:
( العائلة / المدرسة / الاصدقاء / المُجتمع ) -أطلب من الطُلاب الوقوف في الرُكن الذي يعتقدون أنهُ الاكثر أهمية في مُساعدة الاشخاص على التعافي و بناء مُستقبلهم.
رُكن النقاشات
رُكن العائلة :
– كيفَ أسهَمت عائلة زينب في صقل شخصيتها؟
– من الشخص في عائلتك الذي يُساعدك عندما تُواجه صعوبات؟
– كيفَ تُساعد العائلات أفرادَها على التعافي بعد الاوقات الصعبة؟
رُكن المدرسة:
– كيف ساعدت المدرسة زينب على بناء مُستقبلها؟
– هل سبق أن ساعدكَ مُعلم أو مدرستك في تجاوز موقف صعب؟
– لماذا يُعد التعليم مُهماً في مُساعدة الاشخاص على التعافي؟
رُكن الاصدقاء :
– كيف يُمكن للاصدقاء أن يُساعدوا شخصاً يمُر بوقت صعب؟
– هل سبق أن جعلك أحد أصدقائك تشعُر بأنك مُرحب بك و مُندمج؟
– ما الصفات التي تُميز بها الصديق الجيد في الاوقات الصعبة؟
رُكن المُجتمع :
– كيفَ دَعَم مُجتمع زينب في مدرسة مينيابولس رحلتها؟
– ما الذي يجعل المُجتمع داعماً لأفرادهِ؟
– كيفَ يُمكن للمُجتمع أن يُساعد الاشخاص على التعافي و بناء مُستقبلهم؟
إجمع الطُلاب و أطرح عليهم الاسئلة التالية:
1- لماذا إخترت هذا الرُكن؟
2- هل يُمكن للعائلة و المدرسة و الاصدقاء و المُجتمع أن يُساعدوا الشخص في الوقت نفسهُ؟
3- برأيك، أيهُا كان لهُ الاثر الاكبر بمُساعدة زينب؟
أخبر الطُلاب : بينما نتعرّف على قصة زينب ، إنتبهوا الى الاشخاص و المُجتمعات الذين ساعدوها على التَعافي و بناء مُستَقبلها ، و فكروا في الدور الذي لَعِبهُ كل واحد منهُم في رحلتِها.
مُقدمة المُفردات
وزع ورقة المُفردات و التَعريفات على الطُلاب قبلَ مُشاهدة فديو زينب، و أطلُب منهم الاحتفاظ بها على مكاتبهم خلال أنشطة الدرس.
1- أنطق الكلمة بصوتٍ واضح، ثم أطلب من الطُلاب تكرارها.
2- إقرأ تعريفها مُستخدماً كلمات بسيطة و سهلة الفهم.
3- قدم مثالاً من الحياة اليومية يوضح معناها.
4- أطلُب من الطُلاب أن يشرح كُلٍ منهم معنى الكلمة لزميلهِ بأسلوبهِ الخاص.
الخلفية الثقافية أو الجانب الثقافي:
تقع اليمن في منطقة الشرق الاوسط في الجُزء الجنوبي من شُبه الجزيرة العربية. و تُعد من أقدم مناطق العالم التي إستوطنها الانسان، و تتميز بتاريخ طويل في التجارة و الثقافة و الحضارة. أما مدينة عدن، حيثُ نَشَأَتْ زينب ، فهي ثاني أكبر مدينة في اليمن، و تُعد ميناءً مُهماً على البحر.
شهِدت اليمن إحتجاجات و تَغيُرات سياسية ضمنَ أحداث عُرِفت بإسم الربيع العربي 2011
و بعدَ ذلك إندلعت حرب أهلية إستمرت لسنوات، مما جعلَ اليمن من أكثر الدول تَضرراً من النزاعات. و إضطر ملايين اليمنيين إلى مُغادرة منازلهم و البحث عن أماكن مُناسبة بسبب العُنف.
إنفصلت كثير من الاُسر اليمنية بسبب الحرب، و منها أُسرة زينب. فقد لجأت بعض العائلات إلى دول مُجاورة مثل مصر و الاردن بينما تمكنت عائلات أُخرى من الهجرة الى الولايات المُتحدة من خلال برنامج اللجوء و الهجرة.
تقع الصومال في شرق أفريقيا، في منطقة تُعرف بإسم القرن الافريقي. و قد هاجرت أعداد كبيرة من العائلات الصومالية الى ولاية مينيسوتا، و تضُم مدينة مينيابوليس واحدة من أكبر الجاليات الصومالية في الولايات المُتحدة. و ترتبط قصة زينب بهذه التجمعات المُتنوعة من المُهاجرين و اللاجئين القادمين من شرق افريقيا و العالم العربي، الذينَ بنوا حياة جديدة في مينيسوتا.
و ينتشر في بعض مناطق افريقيا و الشرق الاوسط و آسيا ، مرض السل ، و هو مرض مُعدٍ يُصيب الرئتين. و ينتشر أكثر في الاماكن المُزدحمة أو التي تفتقر للخدمات الصحية الكافية. أُصيبت زينب بمرض السل أثناء إقامَتها في مَصر ، لكنها تَلَقتْ العلاج و تعافت منهُ. و تعكس تجربتها قدرتها على الصمود و مواصلَة بناء مُستقبلها رغم الصعوبات.
و يُعَد برنامج ( ستيب أب ) برنامج حقيقي لتوظيف الشباب في مدينة مينيابوليس. يُساعد هذا البرنامج الشباب و خاصةً أبناء العائلات المُهاجرة و اللاجئة، على الحصول على فُرص تدريب عملي، و إكتساب مهارات العمل، و الاستعداد لمهنهم المُستقبلية. و يُعد هذا البرنامج واحداً من العديد من البرامج التي تدعم المُهاجرين و اللاجئين في بناء مُستقبل ناجح.
إعرض على الطُلاب
– خريطة للصومال و ولاية مينيسوتا
– صورتين أو ثلاث صور تُظهر العائلات الصومالية و المدارس، و الحياة المُجتمعية.
قدم شرحاً مُبسطاً و مُناسباً لأعمار الطُلاب عن تجارب اللاجئين و المُهاجرين، موضحاً أن بعض الاشخاص يضطرون الى مُغادرة أوطانهم بسبب الحروب أو إنعدام الامان، ثُم يبدؤون حياة جديدة في بلدٍ آخر.
الاستعداد للمُشاهدة
– إخبر الطُلاب أن يُشاهدوا الفديو و ينتبهوا للاشياء التالية:
– ما التحديات التي واجهتها زينب؟
– ماذا فعلت للتغلُب على هذه التحديات؟
– ماذا كانت نتيجة تلك الجهود؟
– كيفَ ساعدها الاخرون؟
المُشاهدة الاولى:
أطلب من الطُلاب مُشاهدة الفديو دون كتابة أي ملاحظات، و التركيز فقط على فهم القصة. بعد إنتهاء المُشاهدة، ناقش معهم الاسئلة التالية:
– الى أين إنتقلت زينب؟ و لماذا؟
– ما التحديات التي واجهتها؟
– ما الذي ساعدها على الاستمرار ؟
بطاقة الخروج: أكمل الجمل التالية:
– أحد التحديات التي واجهتها زينب هو ———————————-
– أحد الاشخاص الذين ساعدوا زينب هو ———————————
– أحد الاشياء التي تعلمتها زينب هي ————————————-
اليوم الثاني: التَعافي، و المُجتمع ، و بناء المُستقبل
مُراجعة تمهيدية-حديث مع شريك
ناقش مع زميلك الاسئلة التالية:
– ماذا تتذكر من قصة زينب؟
– ما التحدي الذي واجهتَهُ؟
الجزء الرئيسي من الدرس- المُشاهدة الثانية
إعرض الفديو للمرة الثانية، ثم إرسم جدول المُنظم البياني على السبورة كما هو موضح أدناه، و أكتب كلمات أو عبارات قصيرة. إبدأ بإكمال مثال واحد مع الطُلاب أمام الصف، ثم أطلب منهم إكمال بقية الجدول بشكل مُستقل.
|
النتيجة |
الفعل أو التصرف |
التحديات |
دور المُعلم- التوقُف أثناء النشاط الصفي لتقديم الدعم و التوجيه
– ما هي التحديات التي واجهتها زينب؟
– ماذا فعلت للتغلُب عليه؟
– ماذا حدث بعدها؟
تأكد من فهم الدرس
إدعُ إثنين من الطُلاب لمُشاركة التحديات التي واجهوها ؟ و ماذا فعلوا تجاهها؟ و ماهي النتيجة؟
نشاط ترتيب أحداث القُصة زمنياً
وزع على الطُلاب ورقة بطاقات أحداث قصة زينب
يعمل الطُلاب في مجموعات صغيرة على ترتيب الاحداث حسب التسلسُل الزمني، و يُمكنهم الوقوف أو الاصطفاف لتمثيل أحداث القصة بالترتيب من البداية الى النهاية.
سؤال للنقاش: لماذا كانت كل مرحلة مهمة في رحلة زينب؟
إقتراحات أجابات المُعلم:
الترتيب الصحيح للاحداث: الاسرة ، الانتقال ، الرحلة ، المدرسة ، الدَعم ، النجاح.
نَشاط: التَفاعُل بينَ الاشخاص ( التَحدُث / تبادُل الافكار)
– عندما جاءت زينب إلى الولايات المُتحدة، واجَهَت تحديات لكنها أيضاً وَجدَت فُرصَاً جديدة من خلال المدرسة و الدَعم.
الحَديث معَ الشريك
أطلُب من الطُلاب العمل مع شريك و التحدُث عن قصة زينب
– ما التحديات التي واجهت زينب؟
– ما الاجراءات التي قامت بها؟
– ما الفُرص التي حصلت عليها نتيجة لهذه الاجراءات؟
– كيفَ ساعَدتها العائلة أو المدرسة أو المُجتمع في بناء مُستقبلِها؟
إختيار الطالب
الخيار الاول- تحليل قصة زينب
– التحدي
– الاجراء / التصرُف الذي قامت به
– النتيجة
الخيار الثاني – بناء تَواصُل
فكر في شخص تَعرفهُ أو شخصية مَشهورة الذي:
– واجَهَ تَحدياً
– إتخذ إجراء / قام بخطوة
– حَصَل على نتيجة جيدة
إرسم صورة أو إشرَح قصَتَهُ
جُمل مُساعدة :
– إحدى المُشكلات التي واجَهتها زينب كانت ———————————-
– شيء واحد يُمكن أن يُساعدني في الوصول إلى هدفي هو ——————–
-هيَّ قامت ب ———————————————————–
– ثُم حدثَ ————————————————————–
– أعتقد أن هذا يوضح أن ———————————————–
نشاط العرض : ( كتابة أو رسم )
الخيار الاول : الكتابة
- المَهَمة:
-كيفَ تَعافَت زينب و بنَت مُستقبلها؟
- التركيب:
– واجهت زينب ————————–
– ردت على ذلك ب ———————-
– و نتيجة لذلك ————————–
الخيار الثاني : التحدُث
- – يُشارك الطُلاب مع شريك أو مع الصف لمُدة ( 30-45) ثانية
بداية الجُملة :
قصة زينب تُظهر أنها قوية بسبب ———————————–
مُراجعة : بطاقة الخروج
أجب عن سؤالٍ واحِد:
– ما هي أحد التحديات التي واجهتها زينب؟ و ماذا فعلت؟
– ماهي إحدى الطُرُق التي ظهرت بها زينب أنها قوية؟
– ما هو الشيء الجيد الذي حدثَ لزينب في النهاية؟
دَعم مُتعددي اللُغات و مُتعلمي اللُغة الانكليزية
إستخدم الصور و الوسائِل التوضيحية
– قُم بتعليم المُفردات الاساسية مُسبقاً مع معاني بسيطة و أمثلة
– إعطِ جُمل مُساعِدة للتَحدُث و الكتابة
– إسمح بالحديث معَ زميل قبل المُشاركة مع الصف
– إقبل الاجابات الشفوية بدلاً من الكتابة الكاملة عندَ الحاجة
– إسمح بالرسم لاظهار الفهم
– إستخدم النماذج الصورية للتوضيح العملي، و التكرار لدعم الفهم
– إسمح بإستخدام اللُغة الام في النقاش و الكتابة الاولية
– فَعّل الترجمة النصية للفديو – باللُغة الام إذا كانت مُتوفرة
– وفر دعم الكتابة على شكل فراغات ( إملأ الفراغات )
قائمة الَمصادر:
-أصوات شباب البطاقة الخضراء : قصص المُهاجرين من مدرسة ثانوية في مينيابوليس- قصة و فديو زينب عبدي
Video: https://youtu.be/FyMvgTkropU
Story: https://drive.google.com/file/d/15CaJLVxwiknnSWGnmNjVzf-pHozD3tRE/view?usp=drive_link
Voice of Refuge: https://drive.google.com/file/d/1_BACmQtwiM7t7wpGM-eqf6tqOf3k3msd/view
القيم و المباديء- منهج الدراسات العِرقية المحررة:
https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
ورقة التسلسُل الزمني
|
الانتقال/ التحرُك: تَهرُب زينب إلى مصر. تبقى هناك مُدة سنتين ، لكنها تُصاب بمرض السل. تتعافى و تستمر في التقدُم الى الامام. |
النجاح: تُصبح زينب طالبة في السنة الاخيرة من المدرسة الثانوية. هي مُجتهدة و مُصممة على النَجاح. تتعلم اللُغة الانكليزية و تَستَمر في السَعي نحوَ أهدافها. |
|
الدعم : يُساعِدُها المُعلمون على مُتابعة الدراسة. تنظم الى برنامج – ستيب آب، تجد مُجتمعاً و أشخاصاً يؤمنون بها. و تبدأ بالشعور بالانتماء. |
المدرسة: تلتحق زينب بالمدرسة. تلتقي بطُلاب من جميع أنحاء العالم. تعمل بجد و لا تستسلم. |
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الرحلة: في عام 2014جاءت زينب إلى الولايات المُتحدة و هي في سن السادسة عشرة، وصلت إلى مينيابوليس-مينيسوتا-مدينة جديدة ، و حياة جديدة. |
العائلة: تنشأ زينب في اليمن مع عائلة كبيرة. حدثت ثورة. كان هُناك عُنف و عدم إستقرار. كما مرضت جدتها و تَوَفت. |
ورقة المُفردات و التعريفات
|
المثال |
التعريف |
المُفردات |
|
مُغادرة بَلدَك وحدك في عمر 16 سنة هو تَحدٍ. |
موقف صعب يختبر قوتك و صبرك |
التحدي |
|
العثور على المدرسة و المُجتمع ساعدَ زينب على التعافي بعد فقدان جدتها. |
عملية الشفاء أو الشعور بالتحسُن بعدَ إصابة أو فقدان أو تجربة صعبة. |
الشفاء/ التعافي |
|
أهداف زينب في الدراسة و مُساعدة الآخرين تُظهر أنها تملك أملاً في مُستقبلها. |
شعور إيجابي بأن شيئاً جيداً ممكن الحصول أو أن الامور ستتحسن |
الامل |
|
هوية زينب تشمل أنها يمنية، و طالبة، و مُستقبلاً مُحامية. |
مجموعة من الصفات و المُعتقدات و التاريخ الذي يُحدد من يكون الشخص |
الهوية |
|
عندما وجدت زينب طُلاباً من جميع أنحاء العالم في مدرستها ، بدأت تشعُر بالانتماء. |
الشعور بالراحة و القبول كجزء حقيقي من مجموعة |
الانتماء |
|
زينب تبني مُستقبلها من خلال العمل الجاد في المدرسة و السعي للفُرص لِمُساعدة الآخرين. |
الوقت القادم و ما يحمِلهُ من فُرص و إمكانيات |
المُستقبل |
|
أظهرت زينب الصمود من خلال نجاتها من مرض السل، و السفر وحدها، و الاستمرار في تحقيق حلمها. |
القُدرة على الاستمرار و عدم الاستسلام عندما تكون الظروف صعبة جداً |
المُقاومة |
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
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- Read as a class: “Perhaps the World Ends Here” by Joy Harjo (source)
- 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 . . .
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- 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.
- “You’re struggling to figure out your homework.”
- “You’re noticing a lot of garbage on the street by your house.”
- “Your city is destroyed by a natural disaster like a tornado or flood.”
- “Your community food shelf is running low.”
- “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?
- In many ways, community or collective work is easier and better for us mentally, emotionally, and physically.
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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?
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- Ask students to share aloud; pick 3 people.
- Avoid pressuring students to disclose or feel the need to address personal topics.
- Prioritize emotional safety
- Realize students may not be ready to learn, talk, or engage in the topic of Metro Surge, as it could be triggering.
- Ask students to share aloud; pick 3 people.
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ii. Slide 5: Mini task during lesson
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- 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:
- Why did (insert name of person’s story you listened to) move to the US?
- What was their experience in the US during this time of the Metro Surge?
- 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?
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iii. Ask students to share aloud; pick 3 people.
e. Slide 6: Threats to our future: Minneapolis during Metro Surge
i.
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-
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- 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
- 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.
- Ultimately, the front leaders were often women, mothers, and queer people leading mutual aid fundraisers for rent, food, transportation, and more.
- In many Latin American cultures, women are the ones tending and sacrificing a lot of their own social/emotional lives for their families.
- Minneapolis came together: the protesters (source)
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f. Slide 10: Esperanza – Hope
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- Esperanza means “hope” in Spanish.
- Watch video of how to say it here: https://www.youtube.com/watch?v=YIFVG-PNK9o
- Esperanza is often seen a cultural value, as many Latino people in the US have a connection to Latin American immigration or displacement of Indigenous lands.
- That’s why it is important to learn about familial origin stories passed down through culture, traditions, art, and more.
- Ask students: Is there a way to honor difficult times? Is it better to do it alone or in community?
- Dive deeper (suggested) and consider talking about Afro-Latino community traditions, Indigenous approaches to collective care, and acknowledging the differences in healing/community practices through this link:
- Esperanza means “hope” in Spanish.
Day 2 – Chew: Class Work Time Instructions
- Pick a partner.
- Read the story of Angel Santos (have them printed).
- Annotate Angel’s story.
- Circle words you do not know.
- Highlight sections where Angel shares his relationship with his family.
- Underline sections where Angel describes acceptance (from others or himself).
- Star sections that demonstrate dreams of the future.
- Slide 11: Add a pair to your pair!
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- Share your annotations and discuss reflection questions together.
- Partner Discussion Questions (record or walk around during this)
- Pick an annotation that stuck out to you—why did it impact you?
- What/who helped Angel when he moved to the US?
- Why was it difficult for Angel to move to the US?
- Who helped Angel heal through his hard times?
- Angel mentions his complicated relationships with his family. Why are relationships, despite being complicated, important for people? How did they impact Angel’s life?
- In what ways does Angel demonstrate healing?
- How do communities protect one another?
- 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.
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- Think of the poem we read at the beginning of class. Now, think of what you’d host at your table.
- 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:
- Invitation and inclusivity—is your table open to all?
- Community nurturing—are you fostering community and a sense of belonging?
- Future building—how does your table inspire others to build a future for all?
- Think of the poem we read at the beginning of class. Now, think of what you’d host at your table.
- Examples:
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- Collaging images that inspire good mental health while talking about mental health resources or prompts that promote checking in with oneself vulnerably.
- Journaling and sharing with your tablemate what you’re comfortable sharing.
- Sharing a meal with prompts to stir conversations with each other.
- Puzzling with prompts to stir convos with each other.
- Playing chess or cards—talk about friendly competition and what it means to lose.
- Gather inspo from the poem!
- Many, many more!
Review: Large Group Whipshare Discussion (for both planning and execution day)
- How does your table represent the future you wish for?
- 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
- Coco clip www.youtube.com/watch?v=0TYbf1pw1g8
- Encanto clip www.youtube.com/watch?v=Yp5nPGWWMh4
- “Perhaps the World Ends Here” https://www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here
- “Minnesota Proved MAGA Wrong” www.theatlantic.com/ideas/2026/01/the-neighbors-defending-minnesota-from-ice/685769
- Liberated Ethnic Studies Model Curriculum Values and Principles (7 Cs) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
Unit 3: Healing and Future Building – Healing and Hope in Zaynab’s Story
Time Frame
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1–2 class periods
Materials
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Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Zaynab Abdi’s story and video
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Pencil and Notebook
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Scissors
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Human Timeline Activity Handout
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Vocabulary and Definitions Handout
Connection to the 7 Cs of Ethnic Studies
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Challenge: move toward learning that interrupts harm; advances justice toward action, organizing, advocating, and healing; and disrupts dominant narratives
Instructions
Day 1 – Understanding Challenges, Healing, and Hope
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:
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Talk about a time when you had to be strong.
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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
Four Corners Activity
Label four corners for the room: Family, School, Friends, Community
Tell students to move to the corner they think is most important in helping people heal and build a future.
Corner Discussions
Family
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How did Zaynab’s family shape who she is?
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Who in your family helps you when things are hard?
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How do families help people heal?
School
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How did school help Zaynab build her future?
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Has a teacher or school ever helped you through something hard?
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Why is education important for healing?
Friends
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How can friends help someone who is going through a hard time?
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Has a friend ever helped you feel like you belonged?
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What does a good friend look like during hard times?
Community
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How did Zaynab’s community in Minneapolis support her?
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What does a supportive community look like?
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How can a community help someone heal and build a future?
Bring the Class Together and Ask
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Why did you choose your corner?
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Can family, school, friends, community all help at the same time?
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Which do you think helped Zaynab the most?
Tell students: As we learn Zaynab’s story, pay attention to the people and communities that helped her heal and build a future.
Vocabulary Introduction
Distribute the Vocabulary and Definitions Handout before watching Zaynab’s video. Students should keep the handout on their desks during all activities.
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Say the word aloud; students repeat.
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Read the definition in simple words.
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Give a real-life example.
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Students turn and tell a partner what the word means in their own words.
Cultural Background
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.
Show:
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Map of Somalia and Minnesota.
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Show 2–3 pictures of Somali families, schools, and community life.
Briefly explain refugee and immigrant experiences at an age-appropriate level.
Prepare for Viewing
Tell students that their job is to listen for:
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What challenges did Zaynab face?
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What actions did she take?
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What happened as a result?
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How did other people help her?
First Viewing
Tell students to watch without writing, and just focus on understanding the story.
After viewing, ask:
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Where did Zaynab move and why?
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What challenges did she face?
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What helped her keep going?
Review: Exit Ticket
Complete one statement:
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One challenge Zaynab faced was . . .
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One person who helped Zaynab was . . .
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One thing I learned about Zaynab’s journey was . . .
Day 2 – Healing, Community, and Future Building
Warm-Up Review – Partner Talk
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What do you remember about Zaynab?
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What challenge did she face?
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.
|
Outcome |
Action |
Challenge |
Teacher Moves (Pause and Support)
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What challenge did Zaynab have?
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What did she do?
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What happened after?
Check for Understanding
Invite two students to share one challenge, action or outcome.
Human Timeline Activity
Distribute the Human Timeline Event Cards Handout. Students work in small groups to place the events from Zaynab’s story in chronological order.
Tell Students: Work with your group to arrange the event cards from the beginning of Zaynab’s story to the present. Discuss why each event is important to her journey.
Discussion Question: Why was each step important in Zaynab’s journey?
Teacher Key
Correct event order: Family, Move, Journey, School, Support, Success
Chew: Interpersonal Activities (Speaking/Exchanging Ideas)
When Zaynab came to the US, she faced challenges but also found new opportunities through school and support.
Partner Talk
Have students pair up with a partner and talk about Zaynab’s story.
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What challenges did Zaynab face?
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What actions did she take?
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What opportunities came from those actions?
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How did family, school, or community help Zaynab build her future?
Student Choice
Option A: Analyze Zaynab’s Story
Identify:
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The challenge
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The action
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The outcome
Option B: Make a Connection
Think about a person you know (or a famous person) who:
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Faced a challenge
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Took action
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Had a good result
Draw a picture or explain their story.
Sentence Stems
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One problem Zaynab had was . . .
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One thing that can help me reach my goal is . . .
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She did . . .
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Then . . . happened.
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I think this shows . . .
Chew: Presentational Activity (Writing or Drawing)
Option A: Writing
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Prompt
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How did Zaynab heal and build her future?
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Structure
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Zaynab faced ______.
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She responded by ______.
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As a result, ______.
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Option B: Speaking
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Students share with a partner or the class for 30- 45 seconds.
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Starter: “Zaynab’s story shows she is strong because . . .”
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Review: Exit Ticket
Answer one question:
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What is one challenge Zaynab faced? What did she do?
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What is one way Zaynab showed she is strong?
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What is one good thing that happened to Zaynab at the end?
Multilingual and ELL Support
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Use visuals and pictures to support understanding.
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Pre-teach key vocabulary with simple meanings and examples.
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Provide sentence stems for speaking and writing.
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Allow partner talk before whole-class sharing.
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Accept oral responses instead of full writing when needed.
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Allow drawing to demonstrate understanding.
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Use gestures, modeling, and repetition to support comprehension.
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Allow use of home language for discussion and first drafts.
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Turn on captions for the video (home language if available).
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Provide fill-in-the-blank writing support.
Resource List
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Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Zaynab Abdi’s narrative and video
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Voice for Refuge https://drive.google.com/file/d/1_BACmQtwiM7t7wpGM-eqf6tqOf3k3msd/view
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Liberated Ethnic Studies Model Curriculum Values and Principles (7 Cs) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
Human Timeline Activity Handout
|
SUCCESS Zaynab becomes a senior in high school. She is hardworking and determined. She learns English and keeps pushing toward her goals. |
MOVE Zaynab flees to Egypt. She stays two years but gets sick with TB (tuberculosis). She recovers and keeps moving forward. |
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SCHOOL Zaynab enrolls in school. She meets students from all over the world. She works hard and does not give up. |
SUPPORT Teachers help Zaynab catch up in school. She joins the STEP-UP program. She finds community and people who believe in her. She begins to feel like she belongs. |
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FAMILY Zaynab grows up in Yemen with a large family. A revolution broke out. There is violence and instability. Her grandmother got sick and passed away. |
JOURNEY In 2014, Zaynab came to the US at age sixteen. She arrives in Minneapolis, Minnesota, a new city, a new language, a new life. |
Vocabulary and Definitions Handout
|
Vocabulary Word |
Definition |
Example |
|
Challenge |
A difficult situation that tests your strength and patience. |
Leaving your home country alone at age sixteen is a challenge. |
|
Healing |
The process of becoming healthy or whole again after an injury, loss, or difficult experience. |
Finding school and community helped Zaynab begin healing after losing her grandmother. |
|
Hope |
The positive feeling that something good can happen or that things will get better. |
Zaynab’s goals for school and helping others show that she has hope for her future. |
|
Identity |
The unique combination of traits, beliefs, and history that defines who a person is. |
Zaynab’s identity includes being Yemeni, being a student, being a survivor, and being a future lawyer. |
|
Belonging |
The comfortable feeling of being accepted and supported as a true member of a group. |
When Zaynab found students from all over the world at her school, she began to feel like she belonged. |
|
Future |
The period of time that is still to come—and the possibilities it holds. |
Zaynab is building her future by working hard in school and pursuing opportunities to help others. |
|
Resilience |
The ability to keep going and not give up when things are very hard. |
Zaynab showed resilience by surviving TB, traveling alone, and continuing to pursue her dream. |
Unit 3: Healing and Future Building: Healing and Future Building Through Community
Time Frame
- 1–2 class periods
Materials
- Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Angel Santos’s story
- Poem: “Perhaps the World Ends Here” by Joy Harjo
- Slides
Connections to 7 Cs of Ethnic Studies
- Connect: resistance movements locally and globally, historically and today
- Challenge: learning that interrupts harm, disrupts dominant narratives, and advances justice, toward action, organizing, advocating, and healing
Instructions
Day 1 – Ignite: Intro/Warm-Up
Welcome, agenda, announcements, learning target (slide 1)
a. Warm-Up Question: When was the last time you and family or friends sat around a table? Describe what you did—ate, talked about, shared, etc.
i. Write in a notebook! (2-3 minutes)
ii. Turn to a neighbor and share (2-4 minutes)
iii. Share out to the class; pick a few students to share (2-3 minutes)
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: Community as a Source of Healing and Future Building (slide 2)
c. Warm-up activity
i. Read as a class: “Perhaps the World Ends Here” by Joy Harjo (source)
ii. 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?”
-
d. Community vs. Individualism
i. Slide 3: Community vs. Individualism
-
-
- Activity: Move to the side if . . .
a. On one side of the room, write on paper or a board, “I can do/solve this by myself.”
b. On the other side of the room, “This can be done/solved with a group of people.”
c. Read scenarios for students and have them move to the side they agree with.i. “You’re struggling to figure out your homework.”
ii. “You’re noticing a lot of garbage on the street by your house.”
iii. “Your city is destroyed by a natural disaster like a tornado or flood.”
iv. “Your community food shelf is running low.”
v. “The park in your neighborhood has been vandalized.”
- Activity: Move to the side if . . .
-
d. Is every situation in your life meant to be handled by just you? When is it helpful to involve others?
e. In many ways, community or collective work is easier and better for us mentally, emotionally, and physically.
ii. Slide 4: 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!
e. Communities and immigration as a form of future building (slide 5)
i. Slide 5: 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 three people.
a. Avoid pressuring students to disclose or feel the need to address personal topics.
b. Prioritize emotional safety.
c. Realize students may not be ready to learn, talk, or engage in the topic of Metro Surge, as it could be triggering.
ii. Slide 6: Threats to our future: Minneapolis during Metro Surge
iii. (image unavailable)
-
- Minneapolis came together: the protesters (source)
a. (image unavailable) - Slide 7: Minneapolis came together: the organizers
a. (image unavailable) - Slide 8: Minneapolis came together: the ICE watchers
a. (image unavailable) - Slide 9: Community as a way to protect the future
a. 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. (image unavailable)
- Minneapolis came together: the protesters (source)
f. Class work time instructions
-
- Pick a partner.
- Read the story of Angel Santos (have them printed).
- Annotate Angel’s story.
a. Circle words you do not know.
b. Highlight sections where Angel shares his relationship with his family.
c. Underline sections where Angel describes acceptance (from other or himself).
d. Star sections that demonstrate dreams of the future.
Day 2 – Chew: Add a pair to your pair! (slide 10)
- Share your annotations and discuss reflection questions together.
- Partner Discussion Q’s (record or walk around during this)
e. Pick an annotation that stuck out to you—why did it impact you?
f. What/who helped Angel when he moved to the US?
g. Why was it difficult for Angel to move to the US?
h. Angel mentions his complicated relationships with his family. Why are relationships, despite being complicated, important for people? How did they impact Angel’s life?
i. In what ways does Angel demonstrate healing?
ii. Slide 11: Drawing activity
1. Grab a piece of paper and the poem from the beginning of class!
2. Pick a section from the poem that stood out to you.
3. Draw your table and yourself.
4. Your table should show me:
a. Who is there?
b. What are you doing at/with the table?
c. Write the section of the poem you chose on bottom of your page.
Review: Large Group Whipshare Discussion (or can expand it, if time allows) (slide 12)
- How does your table represent the future you wish for?
- How do you build toward that future?
Resource List
- Coco clip www.youtube.com/watch?v=0TYbf1pw1g8
- Encanto clip www.youtube.com/watch?v=Yp5nPGWWMh4
- “Perhaps the World Ends Here” www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here
- “Minnesota Proved MAGA Wrong” www.theatlantic.com/ideas/2026/01/the-neighbors-defending-minnesota-from-ice/685769
- Liberated Ethnic Studies Model Curriculum Values and Principles (7 Cs) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
Unit 3: Healing and Future Building – Hmong Healing and Future Building
Time Frame
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2 class periods
Materials
Connections to the 7 Cs of Ethnic Studies
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Cultivate: using traditional Hmong arts as an opportunity for identity affirmation and healing
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Conceptualize: using Hmong arts as a 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: Sound Challenge
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Play a short sound clip of either the qeej or the raj without showing the instrument (instrument slide).
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Ask the class: If this sound were a person talking, what emotions might they be feeling?
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Sentence Starter: The sound feels . . .
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Show an image of the instrument. Explain to the class what this instrument is.
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 Musical Instruments
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Watch an excerpt of Among Mountains, from 29:00 to 43:00.
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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.
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Explain how the instruments mimic the tones of words when they are played. The sounds are like singing a message to express one’s feelings, singing to a friend, or singing to one’s ancestors. Have students try to hum the tone of their own name.
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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?
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Sentence Starter: When I am overwhelmed, I like to listen to . . .
Chunk: Steve Thao
Watch the “Steve Thao” video from Green Card Entrepreneur Voices.
Group Task
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Watch: Watch the video together.
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Discuss: How did art help Hmong to express their feelings? How can art help Hmong understand their family’s history? How can art help Hmong heal from their past?
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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?
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How do you express your feelings?
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How can you use art to express your feelings?
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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.)
Mini-Story Cloth Assignment
Create a three-panel story cloth template.
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Template design: three squares side by side by side, with a border consisting of Hmong symbols (mountains and/or snails)
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Students will draw in each square.
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Square 1: Draw an image of a challenge you faced.
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Square 2: Draw something that helped you to feel better or heal (family, music, art, etc.).
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Square 3: Draw your future hopes for yourself.
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Students will also write three sentences about their images, one for each square.
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My art shows _________.
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It helps me feel ______ because _____.
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__________ gives me hope for the future.
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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:
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Three things they learned today
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Two symbols that can be found on a Hmong story cloth
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One way art can help heal
Multilingual and ELL Support
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Provide a sentence stem for reflection:
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Art can serve to help with . . .
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Art can help heal . . .
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Art allows me to understand…
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I express myself by . . .
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When I feel _______, I listen to . . .
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Vocabulary and Definitions
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Paj ntaub: traditional Hmong art that is made by a needle stitching onto a fabric cloth
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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
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Healing: the process of getting better, stronger, or whole again after you have been hurt, in either your body or feelings
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Hope: the belief that something good can happen
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Symbol: a picture that stands for a big idea
Resource List
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Hmong Instruments www.learnabouthmong.org/default_active_page_id=31.html
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Paj Ntaub https://learnuake.org/articles/hmong-culture/embroidery/
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Flowery Cloth https://drive.google.com/file/d/1xbPy-QN1b9Oq90H28k_mWvihBg3xabvG/view
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Among Mountains video www.youtube.com/watch?v=VpT5bHrezxE
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Green Card Entrepreneur Voices – Steve Thao’s video
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Liberated Ethnic Studies Model Curriculum Values and Principles (7 Cs) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
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“Birdsong: the dying whistled language of Hmong in northern Laos” video – www.youtube.com/watch?v=_KIYwCieaMs
Unit 3: Healing and Future Building – The Gadaa System of Oromo Governance
Time Frame
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1–2 class periods
Materials
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Green Card Voices – Mikyas Woldemichael’s video
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Appendix: Student Handouts
Connections to the 7 Cs of Ethnic Studies
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Center: centering knowledge from Oromo community, elders, families, and lived experiences through the Gadaa system
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Conceptualize: visioning, futurisms, world-building, hope, healing, and collective possibilities for Oromo/Ethiopian youth
Instructions
Day 1 Warm-Up Question:
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Think about someone you look up to as a leader. What makes them a good leader? Write two to three sentences or draw a picture.
Ignite
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Have students Turn and Talk with a partner, answering the question below:
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What is a goal or hope that you have for the future?
Chunk 1
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Introduce “What Is the Gadaa System?” to students and review (see attachment/appendix 1).
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Have students complete the Ten Stages of the Gadaa System graphic organizer (see attachment/appendix 2).
Chunk 2
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Have students watch Mikyas Woldemichael’s video.
Exit Ticket
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Look at the Gadaa system stages. Which stage are you currently in? Write the stage’s name and one responsibility it entails.
– I am currently in the ___ stage. One responsibility of this stage is ___.
Day 2 Warm-Up Question
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Think about Mikyas’s story. How did soccer help him heal and build a future? Write one to two sentences using what you remember from the video.
Chew
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After watching the video, have students complete a short writing prompt answering the following questions:
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Mikyas was thirty-two years old. Which stage in the Gadaa system represents him? How do you think he showed leadership?
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Do you think soccer was important for Mikyas? How did it provide healing and future opportunities for his community?
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What kind of leader do you want to be when you reach stage 5, Raaba Doorii (ages 32–40), in the Gadaa system?
Review
-
Have students pair-share the following questions:
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Which stage in the Gadaa system do kids your age fall under?
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What are some responsibilities and expectations at this stage?
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How is this similar or different to your own responsibilities and expectations in your culture?
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Exit Ticket
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One thing I learned about the Gadaa system is ___. This connects to my own life because ___.
Multilingual and ELL Support
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Provide visuals (see slides/attachments).
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Provide graphic organizers as student handouts.
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Provide sentence stems for written work and verbal share-outs / small group discussions.
Vocabulary and Definitions
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Gadaa system: traditional political and governance system of the Oromo people
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Abba Gadaa: the elected leader of the Oromo Gadaa system
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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.
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Abba Duula: the father of war / commander in the Oromo Gadaa system
Resource List
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Dirrib Damisse, 2007 Sirna Gadaa
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The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen
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Partisan Discourse and Authentic History by Tabor Wami
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Liberated Ethnic Studies Model Curriculum Values and Principles (7 Cs) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
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.
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Abbaa Gadaa: the top leader (like a prime minister), who oversees the whole nation
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Abbaa Duulaa: the head of defense, who looks after safety and the military
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Abbaa Sa’aa: the head of the economy, who manages natural resources like coffee and farming
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Abbaa Caffe: the chairman of Parliament, who helps make the laws
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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
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The Power of Eight: Each stage lasts exactly eight years.
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Democratic Transition: Power is always passed to the next group; no one stays in charge forever.
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Respect for Age: Every age group has a specific, important job that helps the whole community thrive.
Appendix 2: Ten Stages of the Gadaa System (Student Handout)
Complete the following graphic organizer on the ten stages of the Gadaa system.
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Stage |
Age |
Name |
Draw a picture of the responsibilities that occur in this stage. |
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1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8–9 |
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10 |
Unidad 3: Sanar y construir un futuro – Sanar y construir un futuro a través de la comunidad
Periodo de tiempo
- 1-3 períodos de clase
Materiales
- Poema: “Quizás el mundo termina aquí” de Joy Harjo
- Chromebooks
- Diapositivas
- Cuadernos
- Green Card Voices: Historias de inmigración de una escuela secundaria de Minneapolis –Ángel Santos historia
- Resaltador
- Pluma/Lápiz
- Papel para dibujar
- Marcadores
Conexiones con las 7 C’s de los estudios étnicos
- Cultivar: empatía, realización comunitaria, perpetuidad cultural, autoestima, autodeterminación y el bienestar holístico de todos los participantes, especialmente los pueblos indígenas y las personas de color.
- Conceptualizar: imaginar y construir nuevas posibilidades para la vida posimperial que promuevan narrativas colectivas de resistencia transformativa, la esperanza crítica y la sanación radical.
Instrucciones
Día 1 – Encender: Introducción/Calentamiento
Bienvenida, agenda, anuncios, objetivo de aprendizaje (diapositiva 1)
Fragmentar: La comunidad como fuente para sanar y construir el futuro (diapositiva 2)
a. Actividad de calentamiento
i. Leer juntos en la clase: “Quizás el mundo termina aquí” de Joy Harjo (fuente)
ii. Preguntas para la actividad “Conversar en parejas” después de leer:
- Alrededor de la mesa se reúnen personas, no solo una. Alrededor de la mesa, la gente puede ser hostil pero también alegre. ¿Por qué es necesaria la comunidad a pesar de los altibajos?
- ¿Qué es necesario para que la gente se reúna “alrededor de la mesa”?
b. Salud mental –La lección de hoy trata sobre la aplicación de las leyes de inmigración, las relaciones familiares, la seguridad comunitaria, sanar y las experiencias de miedo e incertidumbre. Algunos estudiantes pueden identificarse con estas experiencias de varias maneras, personalmente o intergeneracionalmente. Cuídense y participen de la forma que les resulte más cómoda y les brinde apoyo.
Fragmento
c. Comunidad vs. individualismo
i. Actividad: Muévase hacia un lado si…
- En un lado del aula, escribe en papel o en una pizarra: “Puedo hacer/resolver esto por mi cuenta”.
- Al otro lado del aula: “Esto se puede hacer/resolver con un grupo de personas”.
- Lea a los estudiantes los diferentes escenarios y pídales que se pongan al lado con el que estén de acuerdo.
a. “Te cuesta entender tus deberes.”
b. “Ves mucha basura en la calle cerca de tu casa.”
c. “Tu ciudad queda destruida por un desastre natural como un tornado o una inundación.”
d. “Las reservas de alimentos de su comunidad se están agotando.”
e. “El parque de tu barrio ha sido vandalizado.”
- ¿Todas las situaciones de tu vida deben ser manejadas por ti solo? ¿Cuándo es útil involucrar a otros?
a. En muchos sentidos, el trabajo comunitario o colectivo es más fácil y mejor para nosotros a nivel mental, emocional y físico.
ii. Diapositiva 3: “Muchos países de Centroamérica y Sudamérica dependen de la comunidad para salir adelante. ¡Es muy común que los hogares sean multigeneracionales y honren a quienes nos precedieron!”
d. Las comunidades y la inmigración como una manera de construir un futuro (diapositiva 4)
i. Una de varias razones para emigrar es el sueño de una vida mejor. (Salto de texto, nuevo párrafo/línea). ¿Qué sucede si ese sueño es amenazado? ¿Qué se puede hacer?
- Pida a los estudiantes que compartan sus ideas en voz alta; elija a 3 personas.
a. Evite presionar a los estudiantes para que revelen o sientan la necesidad de atender a los temas personales.
b. Prioriza la seguridad emocional
c. Mantenga en cuenta que quizás los estudiantes no estén preparados para aprender, hablar o participar sobre el tema de Metro Surge, ya que podría resultarles perturbador.
ii. Diapositiva 5: Minitarea durante la lección
- Anima a que los estudiantes lean o escuchen una historia sobre este artículo de MPR de los inmigrantes durante Metro Surge, la ocupación federal de agentes del DHS en Minneapolis.
- Los estudiantes responden en sus cuadernos:
a. ¿Por qué (incluye el nombre de la persona cuya historia escuchó) se mudó a los Estados Unidos?
b. ¿Cuál fue su experiencia en los Estados Unidos durante este período del Metro Surge?
c. ¿De qué manera DHS y ICE amenazaron sus derechos a la “vida, la libertad y la búsqueda de la felicidad”, tal como se promete en la Declaración de Independencia?
iii. Pida a los estudiantes que compartan sus ideas en voz alta; elija a 3 personas.
e. Diapositiva 6: Amenazas para nuestro futuro: Minneapolis durante Metro Surge
i.
- Minneapolis se unió: los manifestantes (fuente)
a.
- Diapositiva 7: Minneapolis se unió: los organizadores
a.
- Diapositiva 8: Minneapolis se unió: los observadores del ICE
a.
- Diapositiva 9: La comunidad como una manera de proteger el futuro
a. La manera en que los habitantes de Minnesota se unieron para ayudar a sus vecinos demuestra que la gente está dispuesta a unirse para creer en un futuro juntos, sin importar su origen.
b. Finalmente, quienes lideraban estos movimientos muchas veces eran mujeres, madres y personas LGBTQ+ que organizaban colectas de ayuda mutua para cubrir gastos como el alquiler, la comida, el transporte y otras necesidades.
i. En muchas culturas latinoamericanas, son las mujeres quienes se ocupan de sus familias y sacrifican gran parte de su vida social y emocional por sus familias.
f. Diapositiva 10: Hope-Esperanza
i. “ Hope” significa esperanza en español.
- Mira un vídeo sobre cómo decirlo: https://www.youtube.com/watch?v=YIFVG-PNK9o
- La esperanza suele considerarse un valor cultural, ya que muchos latinos en Estados Unidos tienen una conexión con la inmigración latinoamericana o el desplazamiento de tierras indígenas.
- Por eso es importante conocer las historias sobre el origen familiar que se transmiten a través de la cultura, las tradiciones, el arte y más.
a. Pregunta para los estudiantes: ¿Hay una manera de honrar los momentos difíciles? ¿Es mejor hacerlo a solas o en comunidad?
- Profundizar más (sugerido) y considere hablar sobre las tradiciones de la comunidad afro-latino, los enfoques indígenas del cuidado colectivo y el reconocimiento de las diferencias en las prácticas de sanar prácticas comunitarias a través de este enlace:
a.
b.
https://www.safeaustin.org/healing-practices-and-traditions-from-across-the-african-diaspora
Día 2 – Masticar: Instrucciones para el tiempo de trabajar en clase
- Elige un compañero.
- Lee la historia de Ángel Santos (imprímala).
- Anota la historia de Ángel.
a. Rodea con un círculo las palabras que no conozcas.
b. Resalte las secciones donde Ángel comparte su relación con su familia.
c. Subraya las secciones donde Ángel describe la aceptación (de los demás o de sí mismo).
d. Marca con una estrella las secciones que muestran sueños para el futuro.
ii. Diapositiva 11: ¡Añade un par a tu pareja!
- Compartan sus anotaciones y comenten juntos en las preguntas de reflexión.
- Preguntas para la discusión en pareja (grabar o caminar por el aula )
a. Elige una anotación que te haya llamado la atención: ¿por qué te impactó?
b. ¿Qué o quién ayudó a Ángel cuando se mudó a los Estados Unidos?
c. ¿Por qué le resultó difícil a Ángel mudarse a los Estados Unidos?
d. ¿Quién ayudó a Ángel a superar sus momentos difíciles?
e. Ángel menciona sus relaciones familiares complicadas. ¿Por qué son importantes las relaciones, a pesar de ser complicadas? ¿Cómo impactaron la vida de Ángel?
f. ¿De qué maneras Ángel demuestra sanar?
g. ¿Cómo se protegen las comunidades unas a otras?
h. ¿Qué significa para Ángel pertenecer? ¿Y para ti?
g. Día 3 – Actividad “Invitar a otros a nuestra mesa” (diapositiva 12)
Esta actividad puede requerir que este día sea de planificación y otro para la ejecución.
- Piensa en el poema que leímos al principio de la clase. Ahora, piensa en qué invitados tendrías en tu mesa.
a. Los estudiantes deben planear algo que permita centrar la atención en la comunidad y la alegría (esto se parece a una actividad + diálogo) → “integrar la alegría en una actividad mientras se participa en un diálogo a través de preguntas diseñadas para despertar sentimientos de pertenecer e inspiración”.
- Los alumnos se instalarán en una mesa en un área común durante la hora programada, listos con su actividad y diálogo. Se anima a los profesores a invitar al personal y a sus clases a venir a interactuar con los alumnos en sus mesas.
- Cada mesa debe mostrar:
i. Invitación e inclusión: ¿su mesa está abierta a todos?
ii. Apoyar a la comunidad: ¿estás creando comunidad y te sientes parte de ella?
iii. Construir un futuro: ¿cómo inspira tu mesa a otros a crear un futuro para todos?
- Ejemplos:
a. Juntar imágenes que inspiran buena salud mental, mientras hablan de recursos de la salud mental o sugerencias que fomentan la introspección de la vulnerabilidad.
b. Escribe en tu diario y comparte con tu compañero de mesa lo que sientas cómodo compartiendo.
c. Compartir una comida y proponer temas que animan a la conversación.
d. Interpretando preguntas que animan a la conversación entre ellos.
e. Jugar al ajedrez o a las cartas: hablar de la competencia amistosa y de lo que significa perder.
f. ¡Inspírate del poema! + ¡Muchísimos más!
Revisar: Discusión en grupo grande (tanto para el día de planificación como el de ejecución)
- ¿Cómo representa tu mesa un futuro que deseas?
- ¿Cómo es construir para ese futuro?
Apoyo multilingüe para estudiantes de inglés (ELL, por sus siglas en inglés)
- Proporcionar frases en inglés para ayudar a los estudiantes a participar en las discusiones con toda la clase y en grupos pequeños.
- Activar los subtítulos en los vídeos (en inglés y/o en el idioma materno).
- Permitir que los estudiantes reflexionen sobre sus respuestas escribiendo primero en su lengua materna, antes de que el profesor haga las preguntas durante la clase (fragmentos), y mientras comparten anotaciones y preguntas de reflexión con un compañero.
- Permitir que los estudiantes lean la historia de Ángel en su idioma materno.
- Permitir que los estudiantes hagan anotaciones en su idioma materno.
Vocabulario y definiciones
- Comunidad: Un sentimiento de pertenecer dentro de un grupo debido a intereses, actitudes o metas compartidas.
- Colectivo: Personas o entidades que se unen voluntariamente con un propósito común
- Individualismo: Una perspectiva que pone atención a la independencia y la libertad de acción de los individuos por encima de los intereses colectivos.
- Construir el futuro: Una perspectiva que mira hacia un futuro sostenible y resiliente y que centra el bienestar de la comunidad colectiva.
Lista de recursos
- Coco clip www.youtube.com/watch?v=0TYbf1pw1g8
- Encanto clip www.youtube.com/watch?v=Yp5nPGWWMh4
- “Quizás el mundo termina aquí” https://www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here
- “Minnesota demostró que MAGA estaba equivocado” www.theatlantic.com/ideas/2026/01/the-neighbors-defending-minnesota-from-ice/685769
- Valores y principios del modelo currículo de los estudios étnicos liberados (7 C’s) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view
Unidad 3: Sanar y construir un futuro: Sanar y construir un futuro mediante la comunidad.
Periodo de tiempo
- 1-2 períodos de clase
Materiales
- Green Card Voices: Historias de inmigración de una escuela secundaria de Minneapolis la historia de Ángel Santos
- Poema: “Quizás el mundo termina aquí” de Joy Harjo
- Diapositivas
Conexiones a las 7 C’s de los estudios étnicos
- Conectar: movimientos de resistencia a nivel local y global, históricamente y hoy.
- Desafío: un aprendizaje que interrumpe el daño, perturba las narrativas dominantes y promueve la justicia, hacia la acción, la organización, la abogacía y la sanación.
Instrucciones
Día 1 – Encender: Introducción/Calentamiento
Bienvenida, agenda, anuncios, objetivo de aprendizaje (diapositiva 1)
a. Pregunta de calentamiento: ¿Cuándo fue la última vez que usted y su familia o sus amigos se sentaron alrededor de una mesa? Describa lo que hicieron, comieron, de qué hablaron o compartieron, etc.
i. ¡Escribe en un cuaderno! (2-3 minutos)
ii. Habla con un compañero y comparte tu experiencia (2-4 minutos).
iii. Compártelo con la clase; elige a algunos estudiantes para compartir (2-3 minutos).
b. Salud mental –La lección de hoy trata de la aplicación de las leyes de inmigración, las relaciones familiares, la seguridad comunitaria, poder sanar y las experiencias de miedo e incertidumbre. Algunos estudiantes pueden identificarse con estas experiencias de manera personal o intergeneracional, y de diferentes maneras. Por favor, cuídense y participen de la forma que les resulte más cómoda y apoyada.
Fragmentar: La comunidad como fuente de sanar y construir un futuro (diapositiva 2)
c. Actividad de calentamiento
i. Lee en la clase: “Quizás el mundo termina aquí” de Joy Harjo (fuente)
ii. Preguntas para “Conversar en parejas” después de leer:
1. Alrededor de la mesa se reúnen personas, no una sola. Alrededor de la “mesa”, la gente puede ser hostil, pero también alegre. ¿Por qué la comunidad es necesaria a pesar de los altibajos?
2. ¿Qué es necesario para que la gente se reúna “alrededor de la mesa”?
d. Comunidad vs. individualismo
i. Diapositiva 3: Comunidad vs. individualismo
1. Actividad: Muévase hacia un lado si…
a. En un lado del aula, escribe en un papel o en una pizarra: “Puedo hacer/resolver esto por mi cuenta”.
b. Al otro lado del aula, “Esto se puede hacer/resolver con un grupo de personas”.
c. Lea a los estudiantes los diferentes escenarios y pídeles que se inclinen hacia el lado con el que estén de acuerdo.
i. “Te cuesta entender tus deberes.”
ii. Ves mucha basura en la calle cerca de tu casa.
iii. “Tu ciudad queda destruida por un desastre natural como un tornado o una inundación.
iv. “Las reservas de alimentos de su comunidad se están agotando.”
v. “El parque de tu barrio ha sido vandalizado.”
d. ¿ Todas las situaciones de tu vida deben ser manejadas por ti solo? ¿Cuándo es útil involucrar a otros?
e. En muchos sentidos, el trabajo comunitario o colectivo es más fácil y mejor para nosotros a nivel mental, emocional y físico.
ii. Diapositiva 4: Muchos países de Centroamérica y Sudamérica dependen de la comunidad para salir adelante. Es muy común que los hogares sean multigeneracionales y honren a quienes nos precedieron.
e. Las comunidades y la inmigración como una manera de construir un futuro (diapositiva 4)
i. Diapositiva 5: Una de las varias razones para emigrar es el sueño de una vida mejor. (Salto de texto, nuevo párrafo/línea). ¿Qué ocurre si ese sueño se ve amenazado? ¿Qué puedes hacer?
- Pida a los estudiantes que compartan sus ideas en voz alta; elija a tres personas.
a. Evite presionar a los estudiantes para que revelen o sientan la necesidad de abordar temas personales.
b. Priorizar la seguridad emocional.
c. Mantener en cuenta que los estudiantes quizás no estarán listos para aprender, hablar o participar acerca del tema de Metro Surge, ya que podría resultarles perturbador.
ii. Diapositiva 6: Amenazas a nuestro futuro: Minneapolis durante Metro Surge
iii.
- Minneapolis se unió: los manifestantes (fuente)
a. - Diapositiva 7: Minneapolis se unió: los organizadores
a. - Diapositiva 8: Minneapolis se unió: los observadores de ICE
a. - Diapositiva 9: La comunidad como una manera de proteger el futuro. La manera en que los habitantes de Minnesota se unieron para ayudar a sus vecinos demuestra que la gente está dispuesta a unirse para creer en un futuro juntos, sin importar su origen.
a.
f. Instrucciones para el tiempo de trabajar en la clase
- Elige un compañero.
- Lee la historia de Ángel Santos (imprimirla).
- Anota la historia de Ángel.
a. Rodea con un círculo las palabras que no conozca.
b. Resalte las secciones en donde Ángel menciona su relación con su familia.
c. Subraya las secciones en donde Ángel describe la aceptación (de los demás o de sí mismo).
d. Marca con una estrella las secciones que muestran los sueños para el futuro.
Día 2 – Masticar: ¡Añade un par a tu pareja! (diapositiva 10)
- Comparta sus anotaciones y comente acerca de las preguntas de reflexión.
- Preguntas para discusión en pareja (grabar o recorrer el aula durante este proceso)
e. Elige una anotación que te haya llamado la atención: ¿por qué te impactó
f. ¿Qué o quién ayudó a Ángel cuando se mudó a los Estados Unidos
g. ¿Por qué le resultó difícil a Ángel mudarse a Estados Unidos?
h. Ángel menciona sus relaciones complicadas con su familia. ¿Por qué las relaciones, a pesar de ser complicadas, son importantes para la gente? ¿Cómo impactaron la vida de Ángel?
i. ¿De qué maneras demuestra Ángel sanar?
ii. Diapositiva 11: Actividad de dibujar
1. ¡Saca una hoja de papel y el poema del principio de la clase!
2. Elige un fragmento del poema que te haya llamado la atención.
3. Dibuja tu mesa y a ti mismo.
4. Tu mesa debería mostrarme:
a. ¿Quién está allí?
b. ¿Qué estás haciendo en/con la mesa?
c. Escribe al final de la página el fragmento del poema que elegiste.
Revisar: Discusión en grupo grande (o se puede ampliar, si el tiempo lo permite) (diapositiva 12)
- ¿Cómo representa tu mesa un futuro que deseas?
- ¿Cómo construyes ese futuro?
Lista de recursos
- Coco clip www.youtube.com/watch?v=0TYbf1pw1g8
- Encanto clip www.youtube.com/watch?v=Yp5nPGWWMh4
- “Quizás el mundo termina aquí” www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here
- “Minnesota demostró que MAGA estaba equivocado” www.theatlantic.com/ideas/2026/01/the-neighbors-defending-minnesota-from-ice/685769
- Modelo de estudios étnicos liberados Valores y principios del currículo (7 C) https://drive.google.com/file/d/1cGOs7rsY9wT2qI-yIQh5dye8snRjGYxr/view