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 to the focus on conflict-affected countries and blood diamonds. They then go to Fancy a ride on a bamboo bike? and watch the video about the “Grow Your Own Bike” bamboo bicycle business in Ghana, noting surprising details in a shared table.
Teacher MovesPresent the lesson overview and objectives, highlighting the contrast between relatively stable countries like Ghana and conflict-affected neighbors. Prompt students to share what surprised them about the Ghanaian bamboo bike business, emphasizing that innovation and sustainable technology are present in African economies, and prepare the class to transition into deeper research.
Students use internet research to investigate the people, government, economy, and other key features of Ghana, Central African Republic, Sierra Leone, Ivory Coast, Liberia, and the Democratic Republic of the Congo. They record at least one key fact in each section of a series of graphic organizers for each country. After completing their notes, they post to a class wall comparing the governments and economies of these nations to what they learned about Ghana, focusing on similarities and differences.
Teacher MovesOrganize the research by assigning different countries to individual students or small groups so that all six nations are covered. Monitor students’ online research and completion of the graphic organizers, prompting them to capture specific, evidence-based details. Facilitate a whole-class or small-group discussion using students’ wall posts, guiding them to use evidence from their notes to compare countries and to notice the role of conflict and instability in shaping governments and economies.
Students read explanatory text about how European colonization and post-independence instability have contributed to civil wars and economic struggles in several West and Central African countries. They then use a set of resources—How the African Diamond Trade Works, Conflict diamonds are real, real talk is rare, and Blood Diamonds:10 Reasons to Care—to research what blood or conflict diamonds are, the problems they create for people and the environment, how the diamond trade operates, and efforts to stop the trade. Using this research, students write a paragraph or two on a class wall explaining the role of blood diamonds, the problems they cause, and emerging solutions.
Teacher MovesClarify the connection between earlier country research and the new focus on blood diamonds, emphasizing how natural resources can fund conflict. Direct students to the listed video and readings and remind them to use the guiding questions to structure their notes. After students post their explanations, select and share one or more thoughtful or exemplary responses with the class, using them to prompt discussion about causes, impacts, and possible solutions to the blood diamond crisis.
Students imagine that a relative is planning to buy a diamond and consider what ethical advice they would give. Drawing on evidence from their previous reading and research about blood diamonds, they write an email to this relative explaining their position and offering specific, evidence-based recommendations for buying diamonds more ethically.
Teacher MovesPrompt students to connect their research on conflict diamonds to real-world consumer choices and to frame their ideas in a clear, persuasive email format. Encourage them to cite concrete evidence from the resources they used. After students submit their emails, share several interesting or exemplary examples with the class and facilitate a discussion about ethical consumption and individual responsibility.
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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