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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 – 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

 

Day 1 Warm-Up Question:

  • 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

  • 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 Ten Stages of the Gadaa System graphic organizer (see attachment/appendix 2).

 

Chunk 2

  • Have students watch Mikyas Woldemichael’s video.

Exit Ticket

  • 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

  • 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

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

  • Mikyas was thirty-two years old. Which stage in the Gadaa system represents him? How do you think he showed leadership? 

  • Do you think soccer was important for Mikyas? How did it provide healing and future opportunities for his community? 

  • 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:

    • Which stage in the Gadaa system do kids your age fall under?

    • What are some responsibilities and expectations at this stage?

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

Exit Ticket

  • One thing I learned about the Gadaa system is ___. This connects to my own life because ___.

 

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: Ten Stages of the Gadaa System (Student Handout)

Complete the following graphic organizer on the ten stages of the Gadaa system. 

Stage

Age

Name

Draw a picture of the responsibilities that occur in this stage.

1

      

2

      

3

      

4

      

5

      

6

      

7

      

8–9

      

10

      

 

Unit 2: Resilience and Resistance – Hmong Resilience and Resistance

Time Frame

  • 1–2 class periods

 

Materials

  • Hmong Politicians Profile Assignment worksheet
  • Green Card Entrepreneur Voices – Bo Thao-Urabe’s story
  • Hmong Town Marketplace and Hmong Village images 

Connections to the 7 Cs of Ethnic Studies

  • Celebrate: using Hmong counter-stories and community narratives through storytelling
  • Challenge: understanding how Hmong individuals and organizations contribute toward action, organizing, advocating, and healing in their local communities

 

Instructions

 

Ignite: Qualities for Success

  • Display on the board an image of either Hmong Village or Hmongtown Marketplace in St. Paul, Minnesota.
  • As students are looking at the visual, share with them: 
  • Hmong immigrants arrived in the US with nothing more than the clothes on their backs and simple pots and pans. Look at the bustling marketplace on the screen, and think of what qualities are needed for survival and success. 

 

Turn and Talk

Ask students to brainstorm with an elbow partner what three qualities (bravery, hard work, etc.) they would need to survive and eventually open a store like the image on the screen, if they had to move to a new country with no knowledge of the language and no money.

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

 

Chunk: Resilience

Acknowledgement: This was the shared journey for many Hmong Americans. There are other Hmong narratives that may contrast this one, such as Hmong Chinese, Hmong Laos, Hmong Vietnam, and other groups with their own different experiences. Some may have fought along with the communists or with the Pathet Lao for their own survival or by choice. Similarly, not all Hmong followed the refugee journey or chose to migrate to the United States, as many chose to remain in Laos and Thailand, and some even migrated to different countries throughout the world. This lesson will focus mainly on the shared experience of Hmong Americans. 

 

Explain that the Hmong were an ethnic minority group from China. Throughout history, the Chinese and Hmong fought many wars against each other over land and resources. Eventually, Hmong fled China into Southeast Asia. In Laos, the CIA recruited the Hmong to help fight against communism and the Pathet Lao during the Secret War. They were recruited due to the Hmong being familiar with the land; many joined out of necessity to survive during wartime. When the US withdrew from the Vietnam War, they also abandoned the Hmong in Laos. The Hmong faced persecution and genocide by the Pathet Lao and had to fend for themselves in the jungles of Laos. 

 

The journey to get across the Mekong River to Thailand was in itself a journey of resilience. The Hmong had to hide in the jungle, forage for food, travel in groups, and often move under the cover of the night sky to evade the Pathet Lao. Along the way, some had to abandon personal belongings, some had to leave behind family members, some elders had to be carried, some crying babies were drugged with opium to keep them silent when the enemy was nearby, and some babies did not make it. It was their mental and physical resilience that helped them to reach the river and to cross it into Thailand to gain their freedom. (Background Information)

  • Resilience is the ability to get through an incredibly hard time and keep going. 
  • Quick Check-In: What is one example of how the Hmong showed resilience?
    • The Hmong had to hide, travel at night, and look out for each other in the jungle to reach safety across the Mekong River. 

Chunk: Resistance and Power

Transition from history to community, by introducing the clan system and political representation. Explain how Minnesota is home to over 90,000 Hmong immigrants, with St. Paul being the largest urban concentration in the US. 

 

Cultural strength

  • Explain how the clan system is a strength for the Hmong. Use a team analogy to help explain a clan; if one member of your team wants to start a business, everyone on the team pitches in to help.
    • Turn and Talk: Who is a part of your clan, or “team,” or the people you can always count on? 
  • Connection to Resistance: Explain to the students that resistance doesn’t always mean fighting, and can also mean organizing to make sure your people or community have a voice and receive fair treatment. 

 

Politics

  • For a long time, the Hmong community in MN did not have anyone in city or state government who understood their history or culture. Hmong lacked political representation until Mee Moua came along in 2002. Mee Moua was the first elected Hmong state senator.
  • Not only did she use her voice to make sure Hmong were heard, she also opened the door for Foung Hawj and others to follow, attracting Hmong Americans to participate in politics.

 

Chew: Bo Thao-Urabe’s Story

  • Provide an excerpt from “Bo Thao-Urabe” from Green Card Entrepreneur Voices, pages 11–12.
  • Have students read the passage of Bo’s experience with creating positive changes.

 

Group Task

  • Paragraph and Summary: One partner reads a paragraph; the other summarizes the paragraph in 5 words. Switch halfway through the reading.
  • Discuss and Analyze: 
    • Recall: What challenges did Bo face when she was growing up?
      • Sentence Starter: Bo faced the challenge of . . . 
    • Concept: How did Bo use her resilience to help her start her own projects?
      • Sentence Starter: Bo showed resilience by _____________; this helped her because ___________.
    • Connect: How does Bo’s story show resistance, using her power to create a positive change for others?
      • Sentence Starter: Her work created change for the community by __________.

 

Optional Extension Assignment: Hmong Politicians Profile Assignment

  • Create a list of Hmong politicians; have students pick one to research and complete a worksheet on.
    • Possible politicians: Kaohly Her, Fue Lee, Jay Xiong, Nelsie Yang, Samantha Vang, Mai Xiong, Susan Pha, etc.
    • See the worksheet.

 

Review: Exit Ticket

Have students fill in the blank to answer this question prompt: “The Hmong community united together and drew on their strength of ______________________ to challenge ____________________, and created a lasting change by _____________________.”

 

Multilingual and ELL Support

  • Provide a graphic organizer for the Hmong politician profile assignment.
  • Provide sentence stems for reflection questions:
    • A quality one would need is _______ because . . .   
    • I noticed that  . . .
    • I think / I believe Hmong American Day is important / not important because . . . 
    • I think many Hmong became interested/involved in politics because . . . 
    • We can celebrate / critique _______________ because . . .

Vocabulary and Definitions

  • System: the organized way of doing something based on the way it was set up and meant to work
  • Resilience: the ability to bounce back after a tough experience or time
  • Clan system: a large extended family connected by both a shared last name and shared ancestors
  • Change: the process of something becoming different than what it was before
  • Politician: a person elected to help run a government and make decisions for the city, state, or country
  • Entrepreneur: a person who starts their own business or projects to help solve a problem or provide goods or services

Resource List 

Hmong Politicians Profile Assignment

Directions: Choose a current or former Hmong American elected official (like Mee Moua, Foung Hawj, Samantha Vang, Tou Xiong, Jay Xiong, Mai Xiong, etc.) to research. Draw an image of them in the box below. Use trusted sources to complete their profile below!

Facts:

Politician’s Name: ___________________________________________________ 

Age and year elected: ________________________________________________

City & State Where They Live: ______________________________________

Position: ______________________________________________________________

Their District or City: ________________________________________________

Political Party: ________________________________________________________

            

Background:

Where were they born? _____________________________________________________________________________________________________________

Where did they go to school? _____________________________________________________________________________________________________________

What did they do before they were elected? _____________________________________________________________________________________________________________

Why did they decide to run for office? _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

 

What Do They Stand For:

What are the top 2 or 3 things this politician wants to fix or improve, or their beliefs or issues?

Issue 1: _____________________________________________________________________________________________________________

Issue 2: _____________________________________________________________________________________________________________

Issue 3: _____________________________________________________________________________________________________________

Describe at least one or two new bills, laws, projects, or big ideas they helped create or pass while in office.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

 

Impact:

How has this politician specifically helped or spoken up for the Hmong American community? Give a real example.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Reflection: 

Why do you think it is important for Hmong Americans to be elected as lawmakers and government leaders?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yuunitii 3: Fayyinaa fi Fuuldura Ijaaruu – Sirna Gadaa

Yeroo Murta’e 

  • Kutaa barnootaa lama kessatti

Meeshaalee Barnootaa

Connections to the 7 Cs of Ethnic Studies

  • Center: Sirna Gadaatiin beekumsa hawaasa Oromoo, jaarsolii, maatii, fi muuxannoo jireenyaa irratti xiyyeeffachuu.
  • Conceptualize: Dargaggoota Oromoo fi Itoophiyaa keessattif abdii, fayyinaa, fuuldura, fi carraalee irratti yaadu

Qajeelfamoota:

Guyyaa 1ffa Gaafii Jalqabaa:

  • Nama akka geggeessaatti kabajdu tokko yaadi. Maaltu isaan geggeessaa gaarii taasisa? Himaa lama yookan sadii barreesii, yookan suura kaasi.

Ignite (Kakaasuu)

  • Barattoonni walitti haa’saaudhan, gaafii armaan gaditti kana haa deebisan:
  • Galmaa yookaan abdii fuulduraf maal qabda?

Chunk 1 (Qindeessuu 1)

  • Barreefamaa “What Is the Gadaa System?” barattootatti garsisii (see attachment/appendix 1). 
  • Barattoonnii sadarkaa Sirna Gadaa kudhanii fakkii yaada qindeessu irra haa guutan. (see attachment/appendix 2).

Chunk 2 (Qindeessuu 2)

  • Baratoonni Vidiyoo Mikyas Woldemichael haa laalan.

     

Gaafii Xumuraa

  • Sadarkaa Sirna Gadaa ilaalaa. Sadarkaa kam kessaa jirta? Maqaa sadarkaa sun barresii, itti gaafatamummaa isa tokkoo barresii.
     – Sadarkaa ___ kessan jira. Itti gaafatamummaa tokkoo sadarkaa kanarra ____.

     

Guyyaa 2ffa Gaafii Jalqabaa:

  • Waa’ee seenaa Mikyas itti yaadaa. Kuubbaa miilaa fayyuu isa fii fuuldura ijaaruu akkamii isa gargaaree? Himaa tokkoo yookan lama waliin waan yaadattan viidiyoo irra barressaa.

     

Chew (Xiinxaluu)

  • Viidiyoo ilaaluu booda, barattonnii gaafii armaan gaditti haa deebisan:
  • Mikyas umrii isa sodomii lama ta’e. Gadaa kessaa sadarkaa kami jira? Geggeessumma akkami garsiisee?. 
  • Mikyasif kuubbaa miila taphachuu waan barbaachisaa isaaf ture? Kuubaa miilaa faayyinaa fii carraa fuuldura hawaasa isaatif akkamiitti kennee? 
  • Sadarkaa 5, Raaba Doorii (umrii 32 irra – 40tti) yeroo itti ga’u keessanii, geggeessaa akkam ta’u barbaaddan?

Irra Deebi’u

  • Barattoonnii gaafii armaan gaditti wal haa qoodan:
    • Ijoollee akka umrii keeti Sirna Gadaa kessatti sadarkaa kam jiran?
    • Umrii kanattii itti gaafatamummaa maal fakkata?
    • Waan kun aadaa kee kessatti akkam tokkoo yookan adda ta’e?

       

Gaafii Xumuraa

  • Sirna Gadaa irraa waan tokkoo waanan baradhe ___. Kun jireenya koo wajjin wal hidhamiinsa qaba, sababnii isaas___.

Deeggarsa Afaanii

  • Mul’ata kennu (see slides/attachments).
  • Meeshaalee yaada qindeessan kennuu
  • Jalqaboota himaa kennuu hojjii barreeffamaa fi ha’saauuf.

Jechootaa fii Hiikaa Isaanii

  • Gadaa system: Sirna siyaasa fii mootummaa ummata Oromoof.
  • Abba Gadaa: Geggeessaa filatame Sirna Gadaa kessaatti. 
  • Qondaala: Sadarkaa 4ffa Sirna Gadaa kessatti, umrii diigdamii afuur irra hanga sodomii lamatti. Dargaggonni kun tiksitoota hawaasaa ta’u. Isaani loluu, ispoortii fi daakuu ni leenjisan.
  • Abba Duula: Ajajaa waraanaa Sirna Gadaa keessatti.

Tarree Maddalee Barnootaa 

    • Dirrib Damisse, 2007 Sirna Gadaa
  • The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen

 

Dabalee 1: Sirna Gadaan Maali? (Hojii Barattootaf)

Sirna Gadaan Maali?

Sirna Gadaa akkuma gaaddisaati. Ummata Oromoo bakka hundatti ni hordofa. Namoonni umrii isaanii irratti hundaa’uun hojjii ni qaban. Sirna Gadaa addunyaa irrati beekamaadha. UNESCO’nis Sirna Gadaa  akka qabeenya Addunyaa ta’e eegumsaa jiran.

Geggeessaa Shanan (Mootummaa)

Sirna Gadaa gareewwan garaagaraatiin qoodama. Gareen hundi geggeessaa qaba. Geggeessaan sun hojii addaa qaban.

  1. Abbaa Gadaa: Geggeessaa olaanaa biyya guutuu bulchu
  2. Abbaa Duulaa: Ajajaa waraanaa Sirna Gadaa keessatti.
  3. Abbaa Sa’aa: Qabeenya uumamaa akka buna fii qonnaa irrati hojji hojjetu.
  4. Abbaa Caffe: geggeessaa seera baasuu keessatti hojji hojjetu.
  5. Abbaa Seeraa: geggeesaa haqa fi seerati. Namoonni hunda seera akka kabajan ni ilaalaa.

     

Sadarkaa Kudhan Sirna Gadaa Keessatti

Sadarkaa 1: Dabballee (Umrii 0–8)

Ijoolleen umrii kanatti akka qulqulluu ta’an fii dilii hin qabnee ilaalamu. Hojjiin isaanii taphaan, mammaaksan fii hibboon waa’ee maatii isaani fii uumamaa barachuuf.

 

Sadarkaa 2: Ittimakoo (Umrii 8–16)

Sadarkaa kanattin ijoolleen taphoota, sirboota fii shubbisaa aadaa ni baratan. Akkasumas seenaa maatii isaanii fi lakkaawwuu ni baratan. Amala gaarii ijaaruu, gaarummaa fi obsa qabachuulee ni baratan.

 

Sadarkaa 3: Fools / Great Gaammee (Umrii 16–24)

Kana sadarkaa akkumaa koollejjii yaadaa. Dargaggoonii umrii kanatti hojjii qonnaa, fardaa yaabbachuu fii horii tiiksu ni baratan. Akkasumas dandeettii lolaa ni leenjisan. Sirbootadhan aadaa isaanilee ni kabajan.

 

Sadarkaa 4: Qondaala (Umrii 24–32)

Kun sadarkaa eegumsaati. Dargarggonni ispoortii, daakuu, fii loluu ni leenjisan. Hojjii irra gudda isaanii ummata Oromoo fii qabenyaa isanii tiiksudha.

 

Sadarkaa 5: Raaba Doorii (Umrii 32–40)

Kun sadarkaa namoonni geggeessummaaf itti qopha’anidha. Wa’ee seeraa, seenaa fii mootummaa geggeessuu ni baratan. Akkasumas itti gaafatamummaa fuudhuu fii maatii ijaaruu ni fudhatan, akka biyyaa geggeessuuf qophaa’an agarsiisuuf.

 

Sadarkaa 6: Gadaa / Abbaa Gadaa (Umrii 40–48)

Kun sadarkaa mootummaa geggeessuuti. Namoonnii waggoota hedduu leenjii booda geggeessummaaf filatamu. Abba Gadaan geggeessa olaanaadha. Isaani waggaa saddeetiif ummata isaanii bulchan.

 

Sadarkaa 7: Yuuba tokkoffaa (Umrii 48–56)

Waggaa sadeetii geggeessaa ta’anii booda, namoonni gorsitoota ta’an. Nama kabajamaa tokko Abba Bokkuu ta’ee filatamu. Inni filannoo sirrii akka ta’u ilaala, akkasumas ummata Oromoof waliigala guddaatti deema (akkuma waliigala Afrikaan Yuuniyoon).

 

Sadarkaa 8 and 9: Yuuba lamaffaa fii saddaffaa (Umrii 56–72)

Sadarkaalee kana keessatti, maanguddoota Hayyuu jedhanii waamani. Hojjiin isaanii dargaggoota aadaa Oromoo fii mootummaa barsiisuudha. Akkasumas yeroo wal mormuu kessaa, araara ni baasan.

 

Sadarkaa 10: Yuuba afraaffaa / Gadaamojjii (Umrii 72–80)

Maanguddoota kun hayyota hawaasati. Beekumsa guddaa qaban, namoonni hedduunis isaani ni kabajan. Yeroo isaani barsiisuu, kadhachuu fii ummata isaanii gargaaruu wajjin dabarsanii.

 

Xumuraa

  • Humna Saddeetii: Sadarkaan hundi waggaa saddeetii turti.

  • Ce’umsa Dimokiraasii: Aangoon yeroo hundaa garee itti aanuuf darbama; namni tokko yeroo hunda aango waliin hin turuu.

  • Kabaja Umriif: Gareen umrii hundi hojii addaa qaba. Hojiin isaani hawaasa guutuu ni gargaara.

Dabalee 2: Sadarkaa Kudhanii Sirna Gadaa

Waraqaa hojii kana keessatti sadarkaa kudhanii sirna Gadaa guutaa

Sadarkaa

Umrii

Maqaa isa

Itti gaafatamumma sadarkaa kana keessaa jiru suura kaasaa. 

1

    

 

2

    

 

3

    

 

4

      

5

    

 

6

    

 

7

    

 

8–9

    

 

10

    

 

2 Kawm Txog: Kev Muaj Peev Xwm thiab Kev Tiv Thaiv/Kev Tawm Tsam – Hmoob Kev Muaj Peev Xwm thiab Kev Tiv Thaiv/Kev Tawm Tsam

Sij Hawm Qhia

  • 1–2 hnub thaum chav kawm sib ntsib

 

Cov Khoom Siv

  • Daim ntawv qhia txog Hmoob Cov Nom Tswv 
  • Green Card Entrepreneur Voices – Bo Thao-Urabe’s story
  • Hmoob Khw Tshav Puam Qub thiab Hmoob Tshav Puam Tshiab (Zos Hmoob) images 

Connections to the 7 Cs of Ethnic Studies

  • Ua kev zoo siab: siv cov dab neeg Hmoob thiab pej xeem Hmoob cov dab neeg los piav dab neeg
  • Kev tsis yooj yim: nkag siab tias pej xeem Hmoob thiab koom haum tau txhawb lawv lub zej zog li cas rau sab kev tawm suab, kev tawm tswv yim, thiab kev kho siab kho ntsws

Txheej Txheem Qhia

 

Taw: Cov qauv rau Kev Ua Tau Zoo/Kev Vam Meej

  • Tso ib daim duab khw tshav puam qub los sis tshiab hauv St. Paul, Minnesota
  • Thaum cov tub ntxhais kawm saib daim duab, nug lawv tias:
  •        Thaum cov Hmoob tawg rog tuaj txog hauv Asmesliskas, lawv nqa tsis tau dab tsi tuaj nrog lawv, tsuas yog nqa tau cov khaub ncaws lawv muaj thiab tej lub twj taig xwb. Saib daim duab khw tshav puam uas muag ntau yam thiab muaj neeg coob coob no, xav seb yuav tsum muaj yam dab tsi thiaj li yuav pab tau kom hais neeg ciaj sia thiab vam meej.

 

Tig thiab Tham

Hais kom cov tub ntxhais nrog tus khub ntawm ib sab tawm peb lub tswm yim (kev muaj peev xwm, kev rau siab ua hauj lwm, lwm yam ntxiv) uas lawv yuav tsum muaj thiaj li ciaj sia thiab qhib tau ib lub khw li daim duab, yog tias lawv tau tsiv mus nyob ib lub teb chaws tshiab uas lawv tsis paub cov lus hais ntawd thiab tsis muaj nyiaj.

  • Hais kom ob peb tug tub ntxhais kawm qhia lawv cov tswv yim rau sawv daws. 

 

Phua: Kev Muaj Peev Xwm

Lees paub: No yog ib qhov kev taug rau coob tus Hmoob Meskas. Lwm cov Hmoob dab neeg/kev taug kuj txwv cov Hmoob Meskas, xws li cov Hmoob Suav, Hmoob Nplog, Hmoob Nyab Laj, thiab lwm haiv neeg. Tej zaum ib txhia kuj tau tawm tsam/ koom tes nrog cov Nyab Laj Liab los sis cov tub rog Nplog kom lawv muaj sia nyob los sis yeej txaus siab koom nrog lawv. Ib yam li ntawd, txhua txhua tus Hmoob tsis taug txoj kev ua neeg tawg rog los sis tuaj nyob Asmesliskas; coob tus kuj txiav txim siab nyob Nplog Teb thiab Thaib Teb; ib txhia khiav mus nyob lwm cov teb chaws thoob lub ntiaj teb no. Kev kawm hnub no yuav kawm txog cov dab neeg/ kev taug ntawm cov Hmoob Meskas.

 

Qhia: Hmoob yog ib haiv neeg pawg tsawg nyob hauv Suav Teb tuaj. Hauv keeb kwm ntau xyoo dhau los, cov neeg Suav thiab Hmoob tau sib ntaus sib tua txeeb av thiab peev txheej. Thaum kawg, Hmoob tsiv Suav Teb los mus nyob Sov Choj/ Sab Qab Teb Chaws Esxias. Hauv Nplog Teb, Meskas CIA tuaj rub Hmoob mus pab tua cov Nyab Laj Liab thiab cov tub rog Nplog thaum muaj Kob Tsov Rog Qab Rooj/Kob Tsov Rog Zais. Hmoob raug xaiv thiab rub mus ua tub rog vim lawv paub thaj av zoo; coob tus mus ua tub rog vim kom tsis txom nyem/muaj sia thaum lub sij hawm ua tsov rog. Thaum Asmesliskas khiav tawm tsis tua Kob Tsov Rog Nyab Laj, lawv kuj tso cov Hmoob tseg hauv Nplog Teb. Cov Hmoob tau ntsim kev tsim txom thiab raug cov tub rog Nplog tua; lawv yuav tsum tau tiv thaiv lawv tus kheej hauv tej hav zoov hauv Nplog Teb.

 

Txoj kev khiav hla tus Dej Nab Khoom los rau Thaib Teb yog ib txoj kev qhia tias Hmoob muaj peev xwm. Cov Hmoob yuav tsum tau nkaum hauv hav zoov, nrhiav zaub mov noj, khiav ua ib pawg, thiab feem ntau ces khiav thaum tsaus ntuj kom dim cov tub rog Nplog. Lub sij hawm thaum lawv khiav ces ib txhia yuav tau tso tseg lawv tej khoom, ib txhia yuav tau tso lawv tseg neeg tseg, ib co yuav tsum tau ev cov laus, ib co me nyuam quaj taug raug noj tshuaj yeeb kom txhob quaj kom ntsiag nto thaum yeeb ncuab nyob ze, thiab ib co me nyuam tau tuag vim noj yeeb ntau dhau lawm los sis txhaum yeeb. Hmoob lub siab tawv thiab lub cev peem tiag tiag lawv thiaj los txog tus dej, thiab hla daj mus rau Thaib Teb kom muaj kev ywj pheej.  (Ntaub Ntawv Keeb Kwm Background Information)

  • Kev muaj peev xwm yog ib yam los pab tus kheej kom peem kom dhau lub sij hawm nyuaj 
  • Nug cov tub ntxhais: Ib yam piv txwv tias Hmoob muaj peev xwm yog dab tsi? 
    • Cov Hmoob yauv tau nkaum, khiav thaum tsaus ntuj, thiab saib xyuas txhua tus zoo zoo kom mus txog tus Dej Nab Khoom. 

Phua: Kev Tiv Thaiv/Kev Tawm Tsam thiab Fwj Chim

Dhau ntawm keeb kwm los mus rau lub zej zog, ces qhia txog Hmoob kev sib txheeb thiab kev nom tswv. Qhia tias Minnesota yog vaj yog tsev rau ntau tshaj 90,000 tus Hmoob, uas St. Paul yog lub nroog muaj neeg nyob ntau tshaj plaws hauv Asmesliskas.

 

Lub zog ntawm Kab Lis Kev Cai

  • Qhia tias kev sib txheeb/tsev kwv tij (clan system) yog ib yam muaj zog rau Hmoob. Siv ib pab pawg los piv txwv qhia txog qhov kev sib txheeb; piv txwv tias yog koj ib tug phooj ywg xav pib ib lub lag luam, ces txhua tus phooj ywg txhawb nws. 
    • Tig thiab Tham: Leej twg yog ib feem hauv koj tsev kwv tij, los sis “pab pawg”, los sis cov neeg uas koj ntseeg thiab tso siab tau?
  • Txuas rau Kev Tiv Thaiv/Kev Tawm Tsam: Qhia rau cov tub ntxhais tias kev tiv thaiv/tawm tsam tsis yog yuav sib ntaus/sib tua tas li, nws kuj txhais tau tias rub yus tsev neeg/ tsev kwv tij los sis lub zej zog los ua ke kom muaj suab thiab tau txais kev ncaj ncees. 

 

Kev Nom Tswv 

  • Tau ntau xyoo, lub zej zog Hmoob hauv MN tsis muaj leej twg sawv cev hauv nroog los sis hauv tsoom fwv Meskas uas nkag siab txog lawv li keeb kwm thiab kab lis kev cai. Hmoob tsis muaj ib tug nom tswv sawv cev rau lawv ua ntej Mim Muas (Mee Moua) los khiav ua hauj lwm hauv tsoom fwv thaum 2002. Mim Muas yog thawj tug Hmoob raug xaiv los yog ib tug sawv cev rau lub xeev MN.
  • Tsis yog tias nws siv nws lub suab los txhawb Hmoob xwb, nws yog ib tug qauv qhib tau qhov rooj rau Foom Hawj thiab lwm tus taug nws txog lwg, txhawb siab rau cov Hmoob Meskas kom nyiam txog kev khiav ua nom ua tswv. 

 

Zom: Bo Thao-Urabe zaj dab neeg

  • Muab ib ntu dab neeg ntawm “Bo Thao-Urabe” los ntawm Green Card Entrepreneur Voices, nploog 11–12 los rau cov tub ntxhais.
  • Hais kom cov tub ntxhais nyeem zaj dab neeg txog Bo lub neej uas tau tsim tej kev zoo

  

Pab Pawg Sib Tham/Sib Qhia Tswv Yim

  • Nqe Lus thiab Rov Qhia Dua: Ib tug khub nyeem zaj dab neeg; ib tug khub siv 5 lo lus los rov qhia zaj dab neeg dua. Thaum nyeem txog ib nrab, ces ob leeg sib hloov. 
  • Tham thiab tshuaj xyuas: 
    • Rov nco thiab tham txog: Bo tau ntsib tej kev nyuaj dab tsi thaum nws tseem yau?  
      • Kab lus pib: Bo tau ntsib ____./ In yam kev nyuaj Bo tau ntsib yog_____.
    • Lub tswv yim: Bo siv nws kev peev xwm los pab nws pib nws cov hauj lwm?
      • Kab lub pib: Bo siv nws kev peev xwm los ntawm ______. Qhov no pab nws vim ________.
    • Txuas: Bo zaj dab neeg qhia txog kev tiv thaiv/kev tawm tsam li cas, xws li thaum nws siv nws lub fwj chim los tsim tej kev zoo rau lwm tus?
      • Kab lus pib: Nws cov hauj lwm tau tsim kev hloov pauv rau lub zej zog los ntawm ____.

 

 

Kawm Ntxiv: Daim ntawv qhia txog Hmoob Cov Nom Tswv

  • Sau Hmoob nom tswv npe; hais cov tub ntxhais xaiv ib tug los tshawb fawb thiab sau txog rau ib daim ntawv. 
    • Piv txwv: Nkauj Lig Hawj (Kaohly Her), Fwm Lis (Fue Lee), Ntses Xyooj (Jay Xiong), Nelsie Yaj (Nelsie Yang), Samantha Vaj (Samantha Vang), Maiv Xyooj (Mai Xiong), Susan Pha, etc.
    • Saib daim ntawv sau.

 

Saib Dua: Daim Pib Tawm

Hais kom cov tub ntxhais sau rau kab lus no kom meej/kom yog: “Zej zog Hmoob sib koom tes ua ke thiab siv _______ los tawm tsam __________, thiab tsim tau kev hloov los ntawm ______.” 

Kev Pab Cov Tub Ntxhais Hais Ntau Hom Lus thiab Kawm Lus Askiv

  • Siv ib daim ntawv teev/sau txog cov nom tswv Hmoob.
  • Muab cov kab lus pib los pab cov tub ntxhais teb nus lug:
    • Ib qho qauv zoo ib tug neeg yuav tsum muaj yog ____ vim _____.
    • Kuv pom tias ____.
    • Kuv ntseeg tias Hmoob Hnub tseem ceeb/ tsis tseem ceeb vim _____.
    • Kuv xav tias tej zaum coob tus Hmoob nyiam khiav ua nom ua tswv vim _____.
    • Peb ua kev zoo siab rau ___ vim ___./ Peb tib ___ vim ___.

Ntsiab Lus thiab Txhais Li Cas

  • System: ib qho txheej txeem qhia tias yuav ua li cas vim yeej ua tseg li ntawd los thiaj ua hauj lwm zoo
  • Kev peev xwm: muaj cuab kav sawv thiab peem kom dhau tej kev nyuaj/ sij haum nyuaj 
  • Tsev Kwv Tij: ib tsev neeg loj uas muaj sib txheeb los ntawm lub xeem thiab poj koob yawm txwv
  • Kev hloov pauv: txoj kev uas hloov/ras ua yam tshiab 
  • Tus neeg ua nom tswv: ib tug neeg uas raug xaiv tsa los khiav hauj lwm hauv tsoom fwv thiab xaiv cai los rau lub nroog, lub xeev, los sis lub teb chaws
  • Tus neeg ua lag luam: ib tug neeg uas pib thiab khiav nws lub lag luam/ hauj lwm los pab lwm tus daws teeb meem los sis tsim tej khoom/kev pab cuam rau neeg siv 

Teev Cov Khoom Siv 

Daim Ntawv Qhia Txog Hmoob Cov Nom Tswv 

 

Kev qhia yuav ua li cas: Xaiv ib tug nom tswv Hmoob uas khiav hauj lwm hauv tsoom fwv tam sim no los sis yav dhau los (Mim Muas, Foom hawj, Samantha Vaj, Tub Xyooj, Ntses Xyooj, Maiv Xyooj, lwm tus) los tshawb fawb txog. Kos nws daim duab hauv lub thawv. Siv cov ntaub ntawv muaj tseeb los sau teb cov lus nug hauv qab!

Cov Lub Muaj Tseeb:

Tus neeg nom tswv lub npe:__________________________________________ 

Muaj tsawg xyoo thiab xyoo raug xaiv ua hauj lwm: __________________

_______________________________________________________________________

Nroog thiab xeev nws nyob: __________________________________________

Ua hauj lwm dab tsi: __________________________________________________

Nws saib xyuas thaj cheeb tsam twg/lub nroog twg: __________________

________________________________________________________________________

Nyob pab pawg/tog nom tswv twg:_______________________________________

            

Txog nws tus kheej:

Nws yug qhov twg? ________________________________________________________________________________________________________

Nws mus kawm ntawv lub tsev kawm ntawv twg? ________________________________________________________________________________________________________

Nws ua hauj lwm dab tsi ua ntej nws raug xaiv los ua ib tug nom tswv? ________________________________________________________________________________________________________

Vim li cas nws txiav txim siab khiav ua hauj lwm rau tsoom fwv? ________________________________________________________________________________________________________

________________________________________________________________________________________________________

 

Nws Kub Siab Rau Dab Tsi:

2 los sis 3 yam teeb meem tseem ceeb uas ib tug neeg khiav ua nom tswv xav kho/hloov pauv/ntseeg yog dab tsi?

Teeb meem/ ntseeg/ yam 1: ________________________________________________________________________________________________________

Teeb meem/ntseeg/yam 2: ________________________________________________________________________________________________________

Teeb meem/ntseeg/ yam 3: ________________________________________________________________________________________________________

Sau txog ib los sis ob txoj cai/hauj lwm/tswv yim uas nws tau pab tsim los sis kos npe pom zoo thaum nws tseem ua hauj lwm hauv tsoom fwv. 

________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Kev Cuam Tshuam:

Tus neeg nom tswv no tau pab los sis siv nws lub suab los txhawb Hmoob Meskas li cas? Sau ib yam muaj tiag ua piv txwv.

________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Kev Xav Txog: 

Vim li cas ho tseem ceeb rau Hmoob Meskas raug xaiv los yog ib tug sau kev cai thiab ua nom tswv/thawj coj hauv tsoom fwv? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Yunitii 3ffaa: Fayyinaa fii Fuuldura Ijaaruu – Sirna Gadaa Bulchiinsa Oromoo

Yeroo Murta’e 

  • Kutaa barnootaa tokko yookan lama kessatti

 

Meeshaalee Barnootaa


Connections to the 7 Cs of Ethnic Studies

  • Center: Sirna Gadaatin beekumsa hawaasa Oromoo, jaarsolii, maatii, fi muuxannoo jireenyaa irratti xiyyeeffachuu.
  • Conceptualize: Dargaggoota Oromoo fi Itoophiyaa keessattif abdii, fayyinaa, fuuldura, fi carraalee irratti yaadu

 

 

Qajeelfamoota:

 

Ignite (Kakaasuu)

  • Barattoonni walitti haa’saaudhan, gaafii armaan gaditti kana haa deebisan:
  • Galmaa yookaan abdii fuulduraf maal qabda?

 

Chunk 1 (Qindeessuu 1)

  • “What Is the Gadaa System?” Baratootatti garsiisii (Dabalee 1 ilaali). 
  • Barattoonni Venn Diagramii haa guutan (Dabalee 2 ilaali).

 

Chunk 2 (Qindeessuu 2)

  • Baratoonni Vidiyoo Mikyas Woldemichael haa laalan.

 

Chew (Xiinxaluu)

  • Viidiyoo ilaaluu booda, barattonnii gaafii armaan gaditti haa deebisan:
    • Mikyas yeroo Ameerikaatti dhufe qormaatawwan maalii isa mudatan?
    • Mikyas hawaasa isaatiif deebi’ee gumaachuu akka jalqabu kan isa taasise maal ture?
    • Kubbaa miilaa hawaasa Mikyasiif fayyinaa fi carraalee fuulduraa kenne ni yaaddan? Maaliif? 
    • Mikyas yeroo hawaasa isaatiif deebi’ee gumaachaa ture sadarkaa Sirna Gadaa keessaa kam ture yaaddan? Maalif?

 

Irra Deebi’u

  • Barattoonnii gaafii armaan gaditti wal haa qoodan:
    • Ijoollee akka umrii keeti Sirna Gadaa kessatti sadarkaa kam jiran?
    • Umrii kanattii itti gaafatamummaa maal fakkata?
    • Waan kun aadaa kee kessatti akkam tokkoo yookan adda ta’e? 

   

Deeggarsa Afaanii

  • Mul’ata kennu (see slides/attachments).
  • Meeshaalee yaada qindeessan kennuu
  • Jalqaboota himaa kennuu hojjii barreeffamaa fi ha’saauuf.

Jechootaa fii Hiikaa Isaanii

  • Gadaa system: Sirna siyaasa fii mootummaa ummata Oromoof.
  • Abba Gadaa: Geggeessaa filatame Sirna Gadaa kessaatti. 
  • Qondaala: Sadarkaa 4ffa Sirna Gadaa kessatti, umrii diigdamii afuur irra hanga sodomii lamatti. Dargaggonni kun tiksitoota hawaasaa ta’u. Isaani loluu, ispoortii fi daakuu ni leenjisan.
  • Abba Duula: Ajajaa waraanaa Sirna Gadaa keessatti.

 

 

Tarree Maddalee Barnootaa

    • Dirrib Damisse, 2007 Sirna Gadaa
  • The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen

Dabalee 1: Sirna Gadaan Maali? (Hojii Barattootaf)

 

Sirna Gadaan Maali?

Sirna Gadaa akkuma gaaddisaati. Ummata Oromoo bakka hundatti ni hordofa. Namoonni umrii isaanii irratti hundaa’uun hojjii ni qaban. Sirna Gadaa addunyaa irrati beekamaadha. UNESCO’nis Sirna Gadaa  akka qabeenya Addunyaa ta’e eegumsaa jiran.

Geggeessaa Shanan (Mootummaa)

Sirna Gadaa gareewwan garaagaraatiin qoodama. Gareen hundi geggeessaa qaba. Geggeessaan sun hojii addaa qaban.

  1. Abbaa Gadaa: Geggeessaa olaanaa biyya guutuu bulchu
  2. Abbaa Duulaa: Ajajaa waraanaa Sirna Gadaa keessatti.
  3. Abbaa Sa’aa: Qabeenya uumamaa akka buna fii qonnaa irrati hojji hojjetu.
  4. Abbaa Caffe: geggeessaa seera baasuu keessatti hojji hojjetu.
  5. Abbaa Seeraa: geggeesaa haqa fi seerati. Namoonni hunda seera akka kabajan ni ilaalaa.

 

Sadarkaa Kudhan Sirna Gadaa Keessatti

Sadarkaa 1: Dabballee (Umrii 0–8)

Ijoolleen umrii kanatti akka qulqulluu ta’an fii dilii hin qabnee ilaalamu. Hojjiin isaanii taphaan, mammaaksan fii hibboon waa’ee maatii isaani fii uumamaa barachuuf.

Sadarkaa 2: Ittimakoo (Umrii 8–16)

Sadarkaa kanattin ijoolleen taphoota, sirboota fii shubbisaa aadaa ni baratan. Akkasumas seenaa maatii isaanii fi lakkaawwuu ni baratan. Amala gaarii ijaaruu, gaarummaa fi obsa qabachuulee ni baratan.

Sadarkaa 3: Fools / Great Gaammee (Umrii 16–24)

Kana sadarkaa akkumaa koollejjii yaadaa. Dargaggoonii umrii kanatti hojjii qonnaa, fardaa yaabbachuu fii horii tiiksu ni baratan. Akkasumas dandeettii lolaa ni leenjisan. Sirbootadhan aadaa isaanilee ni kabajan.

Sadarkaa 4: Qondaala (Umrii 24–32)

Kun sadarkaa eegumsaati. Dargarggonni ispoortii, daakuu, fii loluu ni leenjisan. Hojjii irra gudda isaanii ummata Oromoo fii qabenyaa isanii tiiksudha.

Sadarkaa 5: Raaba Doorii (Umrii 32–40)

Kun sadarkaa namoonni geggeessummaaf itti qopha’anidha. Wa’ee seeraa, seenaa fii mootummaa geggeessuu ni baratan. Akkasumas itti gaafatamummaa fuudhuu fii maatii ijaaruu ni fudhatan, akka biyyaa geggeessuuf qophaa’an agarsiisuuf.

Sadarkaa 6: Gadaa / Abbaa Gadaa (Umrii 40–48)

Kun sadarkaa mootummaa geggeessuuti. Namoonnii waggoota hedduu leenjii booda geggeessummaaf filatamu. Abba Gadaan geggeessa olaanaadha. Isaani waggaa saddeetiif ummata isaanii bulchan.

Sadarkaa 7: Yuuba tokkoffaa (Umrii 48–56)

Waggaa sadeetii geggeessaa ta’anii booda, namoonni gorsitoota ta’an. Nama kabajamaa tokko Abba Bokkuu ta’ee filatamu. Inni filannoo sirrii akka ta’u ilaala, akkasumas ummata Oromoof waliigala guddaatti deema (akkuma waliigala Afrikaan Yuuniyoon).

Sadarkaa 8 and 9: Yuuba lamaffaa fii saddaffaa (Umrii 56–72)

Sadarkaalee kana keessatti, maanguddoota Hayyuu jedhanii waamani. Hojjiin isaanii dargaggoota aadaa Oromoo fii mootummaa barsiisuudha. Akkasumas yeroo wal mormuu kessaa, araara ni baasan.

Sadarkaa 10: Yuuba afraaffaa / Gadaamojjii (Umrii 72–80)

Maanguddoota kun hayyota hawaasati. Beekumsa guddaa qaban, namoonni hedduunis isaani ni kabajan. Yeroo isaani barsiisuu, kadhachuu fii ummata isaanii gargaaruu wajjin dabarsanii.

 

 

Xumuraa

  • Humna Saddeetii: Sadarkaan hundi waggaa saddeetii turti.

  • Ce’umsa Dimokiraasii: Aangoon yeroo hundaa garee itti aanuuf darbama; namni tokko yeroo hunda aango waliin hin turuu.

  • Kabaja Umriif: Gareen umrii hundi hojii addaa qaba. Hojiin isaani hawaasa guutuu ni gargaara.

 

Dabalee 2: Sirna Gadaa Wal bira Qabi fi Garaagarummaa Isaa Adda Baasi (Hojii Barattootaf)

Sirna Gadaa aadaa kee yookaan maatii kee wajjin maal akka wal fakkaatu fi maal akka adda ta’e irratti waraqaa hojii armaan gadiitti guuti. Fakkenyaa Sadarkaa Kudhan Sirna Gadaa irra itti fayyadami.

Sirna Gadaa fi Aadaa Koo yookaan Maatii Koo: Waan Wal Fakkaatan fi Waan Adda Ta’an