In this experience, students first explore the government and economy of the relatively successful West African country of Ghana. Then they learn about the governments and economies of five other West and Central African countries that have faced civil wars and conflicts. Next, students learn the part that blood diamonds have played in those conflicts—and the general problems that result from conflict diamonds. Finally, students write an explanation about how to buy diamonds more ethically.
Students read an introduction to the range of governments and economies in West and Central Africa and review the lesson objectives. They then go to Fancy a ride on a bamboo bike? and watch the video about an innovative bamboo bicycle business in Ghana, recording surprising facts in a shared table.
Teacher MovesPresent the overview and objectives of the experience. Prompt students to share what surprised them about the Ghanaian business and highlight how it illustrates innovation and economic development in an African country.
Students use internet research to investigate the people, government, economy, and other key facts for Ghana, Central African Republic, Sierra Leone, Ivory Coast, Liberia, and the Democratic Republic of the Congo, recording notes in a series of graphic organizers. Afterward, they post to a class wall comparing what they learned about these countries’ governments and economies to what they saw about Ghana in the first scene.
Teacher MovesOrganize students’ research by assigning countries so that each is covered by multiple students. Provide time for students to share findings in whole-class or small-group formats so peers can complete their organizers. Lead a discussion of wall responses, guiding students to notice the role of conflict and to support their observations with evidence from their notes.
Students read explanatory text about how instability and civil war have affected West and Central African economies and how some groups have used “blood” or conflict diamonds to fund wars. Using guiding questions, they explore resources including How the African Diamond Trade Works, Conflict diamonds are real, real talk is rare, and Blood Diamonds:10 Reasons to Care to learn what blood diamonds are, the problems they create, how the diamond trade works, and efforts to stop it. They then write a paragraph or two explaining the role of blood diamonds, the problems they cause, and emerging solutions, and submit it to a class wall.
Teacher MovesClarify key ideas about conflict diamonds and their connection to civil conflict and economic instability. Review student explanations on the wall and share one or more strong or interesting responses with the class to prompt discussion and deepen understanding.
Students imagine a relative planning to buy a diamond and write an email explaining how to purchase diamonds ethically. They state their position, offer specific advice, and support their recommendations with evidence from their earlier reading and research on blood diamonds and conflict.
Teacher MovesRemind students to draw on prior research and to use clear, evidence-based reasoning in their emails. Select and share several thoughtful or exemplary emails with the class to discuss ethical consumer choices and reinforce key concepts.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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