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Somalia was formed in 1960 following the merging of British and Italian colonial protectorates in the region. While the Somali people speak one language, share one ethnicity, and ascribe to one religion, they have struggled to form an effective government since 1991, when president of 22 years, Siad Barre, was overthrown by a coalition of opposing clans. Infighting among a complex system of clans and sub-clans has contributed to 14 failed governments since the coup. The embattled Somali population of over 8 million people was under the control of corrupt factional warlords until the Union of Islamic Courts, a loose coalition of regional courts with a militant wing, drove the warlords out of the capital city of Mogadishu in June 2006.
Fearing the development of a radical Islamic state in an already unstable region, the United States supported efforts by Ethiopian troops to drive the Union of Islamic Courts from the region, which they did in December 2006. On Jan. 8, 2007, the United States, with permission of transitional president Abdullahi Yusuf Ahmed, led an airstrike in Somalia targeting al-Qaida terrorists suspected of masterminding the 1998 bombings of two U.S. embassies in Nairobi, Kenya, and Dar es Salaam, Tanzania. Though the United States has since confirmed that the intended targets were not hit, the airstrikes, which representatives from the Pentagon call a blueprint for the global war on terror, mark a significant change in U.S. Policy toward Somalia.
Since the infamous Black Hawk Down incident in October 1993, when 18 American soldiers and an estimated 500 to 2,000 Somalis were killed in an attempt to capture important followers of clan leader Mohammed Farah Aidid, the United States has been loathe to become directly involved in Somalia. Indirectly, however, the United States has been backing Somali warlords who pledged to engage in counterterrorism efforts, as well as training Ethiopian troops in the event a ground force was needed to stabilize the country. Post September 11th, some U.S. Policy makers advocated a more aggressive foreign policy in Somalia, as its instability and proximity to the Middle East prompted fears that Somalia would become the next terrorist training ground. Currently, the United States supports the formation of an international peacekeeping force of 8,000 troops to restore order to the capital and to strengthen the Transitional Federal Government (TFG). Whether or not the Somali people will also support the TFG remains to be seen.
1. Distribute a world map, such as the one found at: http://www.lib.utexas.edu/maps/world.html
or ask students to view a world map in their textbooks. Instruct students to find Somalia on the map and to answer the following questions:
- What is the capital of Somalia? Mogadishu
- Who are Somalia's immediate neighbors? Eritrea, Ethiopia and Kenya
- Find three bodies of water that border Somalia's coast. Gulf of Aden, Arabian Sea, Indian Ocean
- What country or countries lie across the Gulf of Aden from Somalia? Yemen, Saudi Arabia
- In what ways do you think Somalia's geography might make it of geostrategic importance to both the United States and al'Qaida? Because Somalia is close to the Arab peninsula and contains one of the longest stretches of coast line on the continent, it is a prime strategic resource for both sides in the global war on terror.
2. Ask if anyone knows why Somalia has been in the news recently. Some may know that the United States led an airstrike against al-Qaida operatives in Somalia on Jan. 8, 2007. To find out more about the airstrike, the students will read "United States Goes After al-Qaida Suspects in Somalia" available at: http://www.pbs.org/newshour/extra/features/jan-june07/somalia_1-10.html (printer-friendly PDF)
When all students have finished reading, complete the reading discussion questions as a class available at:
http://www.pbs.org/newshour/extra/teachers/lessonplans/world/somalia_1-10.html
3. The current transitional government in Somalia is not popular with the people, largely because they view the government as a proxy of Ethiopia. Thousands in the capital city of Mogadishu have protested the involvement of Ethiopian troops and fear an Ethiopian occupying force. In contrast, the Eritrean backed Union of Islamic Courts did win some favor with the Somali populous after it restored order in an area that had been in a state of anarchy for over a decade. In order to understand the current political situation more in-depth, one must examine the historical relationships between Eritrea, Ethiopia and Somalia.
Using the timeline (link to timeline), the world map, and Online NewsHour in-depth coverage of Somalia (http://www.pbs.org/newshour/indepth_coverage/africa/somalia/), briefly explain historical ties between Eritrea, Ethiopia and Somalia. Check for student understanding as you lecture.
Key Points: Eritrea and Somalia share a similar ethnic and religious background, while Ethiopia is primarily a Christian country with strong ties to the United States. Both Eritrea and Somalia have a long history of conflict with Ethiopia. The United States is afraid that radical Islamic elements will use the instability of the country as a training ground for terrorists. Though Ethiopia does not fear a terrorist uprising in Somalia, it is afraid that Eritrea will use the instability of Somalia to launch attacks against Ethiopia. The presence of Ethiopian troops in Somalia has united Somali citizens who fear that their long-standing enemy will become a long-term occupying force in the country. The citizens of Ethiopia fear that their troops will face an insurgency similar to what America is experiencing in Iraq.
4. Once students understand some of the basic political relationships in the region, the next question to be addressed is: why is the United States getting involved? Using the article "U.S. Involvement" briefly explain the evolution of U.S. Policy in Somalia, giving the students a framework for understanding the article.
Key Points: Prior to 1993, the United States was engaged in Operation Restore Hope, a humanitarian effort designed to provide relief for the Somali people. On March 3, 1993, the United Nations passed a resolution that shifted the focus from humanitarian aid to nation building in an effort to guide Somalia toward stability. In March, all 15 Somali parties agreed to terms for peace and democracy, but clan leader General Mohammed Farrah Aidid, who was a signatory to the agreement, refused to comply with the terms in practice. On June 5, 1993, 24 U.N. troops from Pakistan were killed and skinned in an area of Mogadishu controlled by Aidid. The graphic and cruel nature of the attack prompted UN Resolution 837, which called for the immediate arrest and trial of those responsible.
The turning point for the United States came on July 12, 1993, when a U.S.-led raid of Aidid's safe house in Mogadishu resulted in the deaths of 50 respected clan elders. The Somali people had been supportive of U.S. efforts until that date, but then began to resent U.S. involvement. The Black Hawk Down incident in October 1993, in which Somalis shot down a Black Hawk helicopter and killed the Marines on board, forced the United States to withdraw. After the Sept. 11, 2001, terrorist attacks, U.S. focus shifted to Somalia again as it was considered a possible strategic position for terrorists in the war on terror. The U.S. Policy of aiding warlords, training Ethiopian soldiers and providing counterterrorist training to other nations in the region is an extension of the fears which emerged post-9/11.
5. Distribute the article, "U.S. Involvement" to students. Ask the students to consider the following questions as they read the article. Once students have finished reading the article, use the following questions to guide a class discussion:
- What was the U.S. Policy for Somalia before 9/11? See above.
- How has U.S. Policy regarding Somalia changed since 9/11? See above.
- The United States has not been overtly involved in Somalia since the Black Hawk incident in October 1993. List some reasons you think the United States is getting involved now. After the Union of Islamic Courts began to gain power, the United States feared a situation similar to the rule of the Taliban in Afghanistan. Because Somalia lacks stability, the United States believed it could be a potential terrorist training ground, especially if it was ruled by an Islamic government with a militant wing. Also, Somalia is geostrategically important to the United States, and offers the United States a better position from which to launch attacks in the Middle East.
- In what ways did the United States support warlords? Why did they support the warlords?
The CIA provided money, weapons, and other assistance to warlords who pledged to drive out the Union of Islamic Courts. Though the United States saw partnering with warlords as a chance to defeat what they perceive to be terrorist elements, the influx of money and weapons into an already unstable country led to the greatest increase in violence in a decade. Also, the Somali people resented the U.S. partnership with warlords who make life in Somalia increasingly difficult and dangerous. The TFG reportedly told the United States that it welcomed U.S. Involvement but that support of warlords was the wrong tactic. Since then, the United States has transferred its full support to the TFG.
- In what ways is the United States supporting Ethiopia? Why is the United States supporting Ethiopia? What do both stand to gain from the partnership? The United States is providing Ethiopia with counterterrorism training, weapons and funding so that Ethiopia can provide a stable ground force in the region when needed. The United States gains a strategic partner in a volatile region, and Ethiopia gains support against its long-standing enemies, as well as a diplomatic cover for sending troops to Somalia.
- How is the international community involved in Somalia? List reasons you think the international community is more involved now. The United Nations helped coordinate and form the Transitional Federal Government, and is currently debating sending an 8,000 international peacekeeping force to stabilize the country and lend support to the struggling TFG.
- Why did the UN secretary-general condemn the air attacks in Somalia? According to a press release, "The secretary-general is concerned about the new dimension this kind of action could introduce to the conflict and the possible escalation of hostilities that may result," UN spokeswoman Michele Montas said.
- Critical Thinking: Representatives of the Pentagon stated that the airstrike in Somalia is a blueprint for the new global war on terror. List possible positive and negative ramifications of this new blueprint for action.
5. Now that students have solid background knowledge of Somalia and U.S. Policy in Somalia, divide students into six groups: Ethiopia, Somali citizens, Transitional Federal Government, Union of Islamic Courts, U.S. government and warlords. Each group will use in-depth Online NewsHour coverage (http://www.pbs.org/newshour/indepth_coverage/africa/somalia/) along with references listed at the end of this lesson plan to complete research about their assigned group, including how U.S. Policy has affected/is affecting that group. Distribute research worksheet and check for student understanding of directions. (Printer-friendly PDF of research worksheet)
6. Once students have completed their research, groups will use the following discussion questions (Printer-friendly PDF of discussion questions) to guide group conversation about the direction they think the United States and the international community should take in Somalia. This conversation will prepare students for a mock meeting of the International Contact Group on Somalia.
7. When groups have finished discussing all the questions, each group will elect a representative to attend the meeting of the International Contact Group on Somalia. Each representative will give a 2-minute overview of her/his group's history and position on recent events before the meeting is called to order. The teacher is to be the moderator for this event unless she/he opts to elect a student moderator. Use the discussion questions 7-11 from the research activity to guide panel discussion. The panel's goal is to determine what the next step should be in Somalia. Students in the audience can ask questions at any time. It may be helpful to set a time limit for discussion.
8. Synthesize the overall conclusion of the panel. Conclude the lesson by reviewing what the students have learned about Somalia, and invite students to choose an extended learning activity if they are interested in learning more about Somalia.
1. Complete one of the essays listed on the reading comprehension worksheet of the NewsHour Extra article, "U.S. Goes After al-Qaida Suspects in Somalia." (http://www.pbs.org/newshour/extra/teachers/lessonplans/world/somalia_1-10_printout.html)
2.Research the Black Hawk down incident and examine the implications of that mission. Prepare a presentation about the incident and its ramifications on U.S. foreign policy and Somalia. Present it to the class.
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