Blood Diamond Curriculum Guide (PDF) - Amnesty International USA

LESSON 3 CORPORATE SOCIAL RESPONSIBILITY
4. After the groups have had time to discuss the questions, ask a representative from each
group for the group’s definition of CSR. As a class, list the responsibilities that corporations
should have and ask why the corporation should be held responsible in each situation.
Discuss the groups’ answers to the other discussion questions.
5. Distribute “Conflict Diamonds: Cote D’Ivoire.” Either individually or in groups, the students
will read the case study. The students will then use the discussion questions at the end of the
case study to begin a conversation about the connection between the diamond industry,
regional conflicts, and human rights abuses. Use the resource guide at the end of this lesson
to find additional materials, including maps and reports, relating to Cote d’Ivoire.
6. A wealth of organizations and international bodies have attempted to define, regulate, and
enforce CSR policies. Most organizations currently rely on a voluntary reporting and
monitoring system. For example, the United Nations developed the Global Compact, a set of
ten basic principles modeled on international documents to which companies have voluntarily
agreed to abide. The UN Human Rights Norms for Business, approved by a UN
subcommission in 2003, explains the human rights obligations of companies, highlighting best
practices and various modes of monitoring and enforcement. The Norms provide a standard
for companies to measure themselves against, a benchmark against which national legislation
can be judged, and a framework for advocacy groups. Other international initiatives include
the Global Reporting Initiative (GRI) and the International Labour Organization’s Core Labour
Standards (ILO).
Distribute the UN Human Rights Norms for Business. Ask students to read the Norms for
Business, and brainstorm ideas for ways that companies and governments could implement
the standards it promotes.
7. Distribute Handout 3.2: Understanding the Kimberley Process. Ask students to read the
report individually, and write down any questions they have about the Kimberley Process.
Discuss the ways that international and national laws affect the actions of corporations, and
answer student questions about the Kimberley Process. How could governments, NGOs, and
consumers work together with companies to ensure the effectiveness of the Kimberley
Process?
8. As a class, brainstorm ways that consumers can impact the actions of companies. Ask
students to think of specific examples and ideas. Leave the students with the following
questions:
• How can you as a consumer or activist affect the actions and decisions of a large
multinational corporation?
• What actions can you take to encourage businesses to adopt policies that promote
human rights and the triple bottom line?
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