Eyes On.... CHINA in the Global Economy
Teacher's Page

FOR EDUCATORS....
"No single country or group of countries will succeed on their own," said OECD Secretary-General Angel Gurría during an address on the global recession before a Beijing audience in March 2009. "This is a task where we all have to join together." He then expressed what his audience already knew: "In this interdependence, the contribution of China is crucial."

A few months later, in Washington, D.C., President Barack Obama took up that theme, observing that "the relationship between the United States and China will shape the 21st century," thus rendering this bilateral relationship "as important as any ... [other] in the world" today.

How did China become one of the world's leading economies? Why does it appear to wield so much influence at this moment in history? Learning Enrichment's (LE's) brand-new unit "Eyes On China..." will help your students begin to explore these and similar questions. But first, here are two basic sources for your own files on the topic. (a) For up-to-date statistics, see the entry on "China" in the CIA World Factbook. (b) And for China's official views on issues in the news, look for position papers and other reports at the website of the Embassy of the People's Republic of China in the United States.

CURRICULUM STANDARDS
The unit "Eyes On China..." is especially appropriate for courses in Economics, World Issues, Current History, and Global Relations. It has been written to help students develop the skills and understandings implied by several curriculum themes in "Expectations of Excellence....," a publication from the National Council for the Social Studies (NCSS). Using the unit articles, students should be better able to:

• distinguish between ... domestic and global economic systems, and explain how the two interact. (Theme VII: Production, Distribution and Consumption, Item "i")
  
  
• evaluate conditions, actions, and motivations that contribute to ... cooperation among nations. (Theme VI: Power, Authority and Governance, Item "f")
  
  
• analyze ... possible solutions to ... contemporary and emerging global issues, such as ... resource allocation, economic development, and environmental quality. (Theme IX: Global Connections, Item "d")

CRITICAL TERMS
Many of the concepts and terms on the Student Text Pages of this unit reflect topics currently on the front pages — and in the "Economy" sections — of newspapers, periodicals, Internet blogs, etc. Some such terms are defined within context on the Student Text Pages. All are listed below for your convenience.

Terms to preview: architect, Buddha, civilization, climate change, communist, credit, culture, currency, economist, financial crisis, foreign exchange reserves, free-trade zone, G-5, G-20, global credit, gross domestic product, International Monetary Fund, investor, mortgage loans, pavilion, purchasing power (as applied to GDP), recession, regulation, stimulus fund, trade partner.

USING "EYES ON CHINA..."
Measured in purchasing power, China's GDP and its annual exports now rank second only to those of the United States (2008). Both achievements highlight the expanding influence that China exercises within the global economy. And both explain why China now brings such a strong voice to international issues — the issue of how to reform the global financial system, for example. To help students get a handle on at least a few aspects of these emerging trends, "Eyes On China..." offers you the three Student Text Pages described below. While the social studies curriculum that you follow may suggest an alternative order, the sequence of pages here indicates LE's recommendation for their optimum use.

1.   Student Text Page No. 1: "The Global Stage." Content: China builds up its economy, weathers the financial crisis and recession, and becomes a voice for nations seeking a reformed global financial system. Guided Reading Prompt: Urge students to examine this page's title, subtitle, and section headings, then glance quickly through the article. Have them tell you what they predict the article will be about, then read the article to confirm or revise their prediction. (Note: See also the "Social Studies Reading Skills" section of this Teacher's Page, below.)

1. 1a. Using reliable sources. Locating reliable data on any economic issue that has just begun to unfold is a major challenge in the 21st century — even with (and maybe because of) the growing variety of "instant" communications media. For students approaching a new social studies topic, their best first step may be to turn to a reliable compiler of already known facts. LE's Data Page for this unit is based in large part on the CIA World Factbook — an excellent source that is regularly updated throughout the year. TIP: Have students consult this unit's Data Page and the "Economy" segment of the Factbook article on "China." Urge them, using both sources, to identify four or five facts about China that seem important in these times (its GDP? 9% growth rate? exports total? No. 3 rank in oil consumption?). Point out how one statistic can affect the way we think about another. For example: The impressive dollar amount of China's GDP, when divided by its 1.3 billion population number, yields a middle-ranked per-capita income of $6,000.
   
   
2. 1b. Looking for explanations! Recognizing a specialized vocabulary — one used by economists, for example — is another critical goal in the social studies curriculum. For a quick online explanation of most such terms, researchers using Google need only enter their term followed by "meaning." TIP: For clear, detailed information about any Factbook category label, students can tap into that source's home page. Choosing the link to "References" then opens a menu with a multitude of "Definitions and Notes." For other terms, Wikipedia seems an endless source of information — though the caveats at the beginning of some entries are reminders that this online encyclopedia is a work in progress. The proportion of specialized terms in some entries can also seem daunting. See, for example, the Wikipedia entry for "Financial crisis of 2007-2009."
   
   
3. 1c. From "G-8" to "G-20." As the "Global Stage" article indicates, groups of emerging economies are pressing to be included at the table when global regulations are decided, especially in matters of international finance. The article mentions two such groups — the "G-5" and the "G-20." And it summarizes one of their arguments — namely that, up to now, most decisions about global finance have been steered by nations in the "West." TIP: The student article includes the names of the "G-5" members. Ask students to research the membership of two other groups, as well — the "G-8" (which has influenced global financial decisions until recently) and the "G-20" (which is taking over that responsibility). Then have students locate the nation-members of each group on a political world map. Discuss the "geography" of this shift from the northern hemisphere to all populated continents. What advantages and/or disadvantages might this shift entail for the "G-5," "G-8," and "G-20" nations — and for the world as a whole? You might want to tell students that the "G-20" nations include about two thirds of the global population and are responsible for roughly 85% of the world's gross domestic production, together with 80% of its trade. (Note: The "G-8" includes Canada, France, Germany, Italy, Japan, Russia, UK, and the USA.... The "G-20" includes Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, South Korea, Mexico, Russia, Saudi Arabia, South Africa, Turkey, UK, the USA, and a representative of the European Union.)
   
   
4. 1d. Global reform. Students who are interested in steps now underway to reform the global financial system can consult a September 2009 article by Edmund L. Andrews in The New York Times: "Leaders of G-20 Vow to Reshape Global Economy." Following that, the more detailed "Communique from G20 Meeting in Scotland," as reported by Reuters, will give them a more detailed idea of what's afoot. TIP: Invite a few students to present summaries of these two sources — and any others they've researched — in the form of a special TV news report. Main points: Why do the "G-20" nations feel reform is necessary? What direction does their work seem to be taking? Who would appear to benefit from this reform effort?
   
   
5. 1e. Page Review. How and when did China achieve the status of a major global economy? What effect has the global recession had on its economy? As China's leaders reflected on the recession, what remedies did they propose — and what goals did they have in mind?

2.   Student Text Page No. 2: "A Regional Setting." Content: China's relationship with its Asian neighbors evolves over centuries into modern times; China becomes a regional powerhouse for trade, security, and diplomacy. Guided Reading Prompt: Direct students' attention to the names of China's neighbors on this unit's Map Page. Have volunteers select the name of one such neighbor and tell you what they know (or imagine) about its relationship with China. After students read the article, ask them if they have revised their opinions — and (if so) have them tell you why.

1. 2a. The past as prologue? China is a society whose people are deeply conscious of their long cultural history and of the role their country played within Asia and in the larger world (as they knew it) for at least a thousand years prior to the 20th century. Trade was important to China then, trade is important now. Harmonious relations with others was important then, and it is a formally stated basis of Chinese policy today. TIP: Prompt students to discuss the continuity of these and other such priorities within various culture groups. How much, actually, does the past influence — and perhaps even shape — a nation's ongoing development? (For more detail on China's early history, see "Within Its Region" in LE's online unit "China: Continuing the Journey.")
   
   
2. 2b. Regional associations. As the "Regional" article points out, China invested many years in cultivating a free-trade agreement with the Association of Southeast Asian Nations (ASEAN). TIP: Have students research the names and locations of these nations, noting also such basic data as the population size, GDP, and major industries of each country. To help students gain more understanding about the group as a whole, suggest that they check the "About ASEAN" page at that group's official website. After students report on and compare their findings, ask them what they feel might be the pros and cons of ASEAN's free-trade pact with China. Do the pluses and minuses of such regional pacts depend upon the particular country's size or wealth? Or, in these times, does sharing in a regional trade agreement outweigh any possible benefits in trying to go it alone? (Note: ASEAN includes Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar (Burma), Philippines, Singapore, Thailand, and Vietnam.)


3. 2c. Page Review. How have China's neighbors benefited from its economic growth? What other kinds of cross-border trends or mutual interests link China to its neighbors?

3.   Student Text Page No. 3: "In the Spotlight." Content: Chinese teens seek admission to college, China's workers benefit from a nationwide stimulus plan, China wrestles with environmental pollution. Guided Reading Prompt: Ask students to look within this article for an explanation of why and how China recently launched a stimulus plan, then prompt them to analyze the plan's goals.

1. 3a. Education and the future. The "Spotlight" article devotes a sizable segment to the gaokao — a topic with resonance for high school students everywhere. It also underlines the role of the family in preparing children (where possible) to take this long (9-hour) exam. The ultimate focus of everyone's efforts? The "future." TIP: Invite students to write a letter to "Bao," an imaginary friend in China, who is preparing for the gaokao. Urge your letter-writers to cover at least these two topics: what they understand about the gaokao and how it seems to compare with preparing for college admission in the USA. Bonus points for those who also share their own reflections on what they think the "future" will demand of them in the USA!
   
   
2. 3b. Making choices. This final article in LE's unit outlines several major domestic challenges facing the government of China and its people: the need to keep the economy growing (and thus provide jobs for 807 million people!), the need to "bend" this economy a little more toward China's own domestic market; the need to eradicate poverty within its farm population, the need to increase efforts in the fight against environmental pollution.... Is there a way to address all these goals at once? TIP: Hold a contest based on that last question! Invite students to work in teams of three or four, to take the role of experts charged with the task of developing a plan that would address all of those needs simultaneously. (Tell them to pretend they have a half-trillion-dollar budget!) Invite each team to make a five-minute presentation to the rest of the class; allow for questions from the audience; then call for a concluding paper-ballot vote for the team that makes the most persuasive (and acceptable) proposal.
   
   
3. 3c. Page Review. How has the China's economic expansion influenced its people's opportunities? What impact (if any) has the recession had on those opportunities? What new challenge do China's people face, as a result of the country's continuing economic expansion?

SOCIAL STUDIES READING SKILLS
In this high-tech age, have we evolved to the point where reading skills are obsolete? H-m-m-m-m. Not yet.... Here's LE's contribution to your efforts to help students become skillful interpreters and evaluators of what they read. (See also LE's website page on Reading Skills in the Social Studies):

• Unpacking an article. The exercise involves the use of this unit's Student Text Page No. 1, and it focuses on reading skills advocated by many educators and organizations — including the publisher of the American College Test (ACT).

1. (1) With students who are fairly strong readers. Pre-list skills "a" through "g" (below) on the chalkboard, or computer screen, or posterboard — and review their meanings quickly at the start of the lesson. Then distribute printout copies of "The Global Stage," asking students to read it and highlight or jot down any term, phrase, or excerpt from the article that reflects the goal of each listed skill. For example: Within the context of this article, China's No. 2 rank among exporting nations might be recognized as an example of the "significant detail" mentioned in item "b."
   
   
2. (2) With students who need more help in reading. Pre-list some or all of the skills, explaining the meaning of each one as you do so. Be sure students have a preliminary basic understanding of the article's focus. (Just skimming the article would yield clues that it is about China's economy, the recession, other countries, etc.) Then, after students read the whole article, select a term or passage that illustrates one of the skills and read it aloud — without identifying the skill. Instead, ask students to look at the list and try to identify the skill you have just illustrated. This approach will help you to keep tabs on their understanding of important distinctions, such as the difference between a sequence of events ("c") and a cause-effect relationship ("e").
   
   
   • Reading Skills
   • a. determine the main idea
   • b. locate a significant detail
   • c. recognize a sequence of events
   • d. recognize a comparison
   • e. trace a cause-effect relationship
   • f. determine the meaning of context-dependent terms
   • g. recognize a generalization


3. Possible answers. (Note: Examples within quotation marks are cited from Student Text Page No. 1. Other sample answers are summaries or re-wordings of material in that article.) (a) China built an economy that was able to survive the global recession, but its leaders argued that the world may need a stronger system of financial regulation. (b) China ranks second in GDP and exports; it has the world's largest amount of foreign reserves; the "G-20" nations have agreed to develop a stronger global financial system; etc. (c) In 1979, China decided to modernize its economy; by the 1990s its economy was growing at 10 percent annually; by 2008, its GDP ranked second in the world. (d) "... The IMF was founded by Western nations ... and it still reflected their priorities. Emerging "big" economies in other parts of the world — Brazil, Russia, India, South Africa, and China (the "G5") — had gained almost no voice in IMF decision-making. (e) "... Fearing sudden losses of their own, banks in other parts of the world started cutting back on loans. Credit dried up, businesses failed, millions lost jobs, trade plunged. China's export industry slumped, too." (f) " ... Did the system itself need reform? That "system" is actually the set of rules by which nations conduct trade and settle debts...." (g) "In some matters — air-traffic safety, for example — most nations accept the need for international regulation."

MORE RESOURCES
As referenced earlier, the website for the Embassy of the People's Republic of China in the USA is an excellent source on issues related to this unit's topic. For a broader spectrum of current news, data, and cultural insights into China today, see the website of the official China Internet Information Center.

Finally, LE editors recommend the following publications to your attention. A few have already been identified on this page but are repeated here for the purpose of fuller citations. The code at the end of each entry identifies the Student Text Page (1, 2, or 3) with which use of the item seems appropriate.

Andrews, Edmund L. "Leaders of G-20 Vow to Reshape Global Economy." The New York Times. September 26, 2009. Excellent summary of decisions made at the September meeting of G20 leaders in Pennsylvania. STP1

"ASEAN May Become China's 3rd Largest Trade Partner." China Daily. April 10, 2009. STP2

Batson, Andrew. "China Sets Big Stimulus Plan in Bid to Jump-start Growth." The Wall Street Journal. November 10, 2008. STP3

Bradsher, Keith. "Green Power Takes Root in the Chinese Desert." The New York Times. July 3, 2009. STP3

-------. "China Influence Grows With Car Sales." The New York Times. April 20, 2009. STP3

"China." CIA World Factbook. Updated regularly throughout the year. See especially the "Economy" segment. STP1, STP3

"China's Future in an Energy-Constrained World." World Resources Institute. December 2008. STP3

Clinton, Hillary and Geithner, Timothy. "A New Strategic and Economic Dialogue With China." The Wall Street Journal. July 27, 2009. Joint statement by the U.S. Secretary of State and the U.S. Secretary of the Treasury on the occasion of talks between top officials of both nations. STP3

"Communique from G20 Meeting in Scotland." Reuters. November 7, 2009. Text of communique issued at the conclusion of a November 2009 meeting of G20 finance ministers and central bank governors. STP1

Faiola, Anthony. "Finance Chiefs Back a Bolder IMF, Bigger Role for Emerging Nations." The Washington Post. April 26, 2009. STP1

"List of Countries by Number of Internet Users." Wikipedia. November 14, 2009. With 338 million Internet users, China ranks No. 1. STP3

"List of States by Foreign Exchange Reserves." Wikipedia. November 15, 2009. With $2.3 trillion in forex reserves, China ranks first. STP1

"Major Foreign Holders of Treasury Securities." The U.S. Treasury. China ranks first in dollar amounts of U.S. Treasury securities held by other nations. STP2

Mufson, Steven. "China Steps Up, Slowly But Surely...." The Washington Post. October 24, 2009. China's growing efforts to "make energy use less damaging to the world's climate." STP3

Schuman, Michael. "Will China's Consumers Save the World Economy?" Time. Nov. 15, 2009. STP3

Tung, C.H. "In China, There's a Lot To Celebrate." The Washington Post. October 31, 2009. A brief op-ed overview of China's development since 1949, by the chairman of the China-U.S. Exchange Foundation. STP2

"US-China Clean Energy Research Center Announced." The U.S. Department of Energy. July 15, 2009. STP3

Wai-yin Kwok, Vivian. "China: The World's Biggest IPO Market." Forbes. September 9, 2009. STP1

[PDF] Wen Jiabao. "Strengthen Confidence and Work Together...." World Economic Forum, January 28, 2009. China's premier urges a reform of the International financial system. STP1

"Wen Makes Six-Point Proposal on Co-op with ASEAN." China Daily. October 24, 2009. STP2

Zoninsein, Manuela. "China's SAT." Slate. June 4, 2008. The gaokao! STP3

China Student Text Page No. 1 | China Student Text Page No. 2 | China Student Text Page No. 3 | China Map Page | China Data Page | China Gallery Page (Note: This page is from another LE unit)