The Global Trade in Diamonds
Objective: To understand how and where diamonds form and the impacts that they have on communities around the world.
Starter: A gift of love?
Watch the video below to find out why we buy diamonds and the De Beers marketing campaign that have placed diamonds at the centre of marriage.
Starter: A gift of love?
Watch the video below to find out why we buy diamonds and the De Beers marketing campaign that have placed diamonds at the centre of marriage.
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Task 1 - Try to find the most outrageous example of a diamond related product. Perhaps a mobile phone case or even ... a car! Complete the first activity on the worksheet above.
Task 2 - Complete the rest of the activities on the worksheet using the resources provided and the videos below.
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The images above will help you with Task 4 on your worksheet. You can click to enlarge them.
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Task 3 - How can diamond mines be mined? - Check out the two videos below. Write a summary that describes the similarities and differences between the two mines. Why do you think one mine uses machines and the other uses humans? Also, comment on the environmental impact of the mines.
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Mine 1 - Canada (HIC)
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Mine 2 - Sierra Leone (LIC)
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Task 4 - Is there a less environmentally damaging way to mine diamonds? Watch the 8 minute video below and write some notes on why lab grown diamonds are claimed to be better than mined diamonds.
Global Diamonds -Movers & Shakers
*Thanks to Global Eye, Noel Jenkins and Wycombe High School
Imagine you are one of the movers and shakers in the diamond chain. In groups of five:
Imagine you are one of the movers and shakers in the diamond chain. In groups of five:
- Each choose a different location on the map below.
- Open the documents below to find out who you are.
- Read your profile to find out what you do.
- Ask each other questions to learn about each other’s lives in the diamond chain.
- Together, make a flow diagram to summarise your five lives and how you are connected.
Your Interactive Display
"Who gives a damn about the ice on your hand - If it’s not too complex tell me how many Africans died for the bagguettes on your Rolex ..." Ms Dynamite: "It takes more"
You are now in the position to begin to put together your display. The display should be as interactive as possible to allow student interaction. Possible ways of making this happen are:
1. Lift up flaps
2. QR codes that take students to safe websites where they can find out more.
3. Challenge type questions
The display should aim to educate the reader on the geology, politics and socio-economic factors (positive & negative) that surround blood or conflict diamonds.
The structure of the presentation is up to you, however there needs to be an A3 map of the world as the centre piece showing the countries involved in the diamond trade (above). These locations should be linked together with flow arrows and contain financial information showing how the value of the diamonds increases as they travel through the production process (see resource 3 below).
Resources:
1. Geology and formation of diamonds - Use the information at the start of the unit.
2. The socio economic impacts of blood diamond production - Use this excellent report from Global Witness.
3. How the value of the gems increase as they move through the production chain. - Animation here (click on cash registers)
4. Diamonds - A poem from Sierra Leone
5. How can we avoid buying conflict diamonds? - An information leaflet for UK consumers. Don't forget your work on the Kimberley Process too!
6. PowerPoint with suggested structure - To give you some ideas.
1. Lift up flaps
2. QR codes that take students to safe websites where they can find out more.
3. Challenge type questions
The display should aim to educate the reader on the geology, politics and socio-economic factors (positive & negative) that surround blood or conflict diamonds.
The structure of the presentation is up to you, however there needs to be an A3 map of the world as the centre piece showing the countries involved in the diamond trade (above). These locations should be linked together with flow arrows and contain financial information showing how the value of the diamonds increases as they travel through the production process (see resource 3 below).
Resources:
1. Geology and formation of diamonds - Use the information at the start of the unit.
2. The socio economic impacts of blood diamond production - Use this excellent report from Global Witness.
3. How the value of the gems increase as they move through the production chain. - Animation here (click on cash registers)
4. Diamonds - A poem from Sierra Leone
5. How can we avoid buying conflict diamonds? - An information leaflet for UK consumers. Don't forget your work on the Kimberley Process too!
6. PowerPoint with suggested structure - To give you some ideas.
