Students learn the history of the Chinese market in order to see how its current state has evolved. They investigate facts about certain elements of the Chinese market today. Then they research and report on a specific element of that market. Finally, they consider how “shopping is always more than just shopping” in a written reflection.
Students read an introduction explaining that they will study how China’s economy has evolved and why it is so prominent in global news. They then respond to a discussion wall prompt by sharing what they think of when they hear the word “market.”
Teacher MovesClarify the lesson overview and objectives. Facilitate a brief discussion of students’ associations with “market,” then introduce the economic meaning of the term as the activity of buying and selling, using everyday examples (e.g., stock market, smartphone market) to connect to students’ experiences.
Students read 12 Facts on China’s Economic History and China anniversary: How the country became the world's 'economic miracle' to investigate how China’s economy developed and how government changes shaped it. Using discussion walls, they respond to prompts about why the economy was weak when the Communist Party took power, what triggered rapid growth since the 1970s, and how the current economy aligns or conflicts with communist ideals of economic equality.
Teacher MovesSupport students in reading and interpreting the articles, optionally turning the wall prompts into whole-class discussions. Provide guiding explanations about historical weaknesses in China’s economy, the impact of opening markets and encouraging trade in the 1970s, and how present-day inequality in China contrasts with communist ideology.
Students read China’s Economy to deepen their understanding of China’s current economic status, then answer a prompt comparing China’s economy to the rest of the world. Using information from the Economy section, they complete a table identifying China’s major agricultural products, key industries, main export commodities, and primary imports. Next, they select one element of the Chinese market (such as a product, industry, or trade pattern), research it online, and create a brief report that defines the element, explains its role in China’s economy, includes an image, and connects it to their own lives. Students share their reports in a discussion wall or via linked digital presentations, then review at least three classmates’ reports and respond to at least two with questions or positive comments.
Teacher MovesPair or group students as needed to support reading and clarify difficult sections of the text. Provide or review key facts about China’s economic size and growth to scaffold responses. Guide students in accurately filling out the economic data table, using the provided information as a reference. Offer suggestions for appropriate research topics and tools, clarify expectations for the report, and monitor for accurate use of sources. Facilitate peer review by highlighting strong examples and, if time allows, leading a class discussion around particularly insightful or exemplary student reports.
Students consider the quote, “Every shopping bag is a potential political statement,” and write a paragraph explaining its meaning, including at least one example that relates to China (such as labor conditions, environmental impact, or outsourcing of jobs).
Teacher MovesInvite students to share and discuss selected responses. Prompt them to explore how consumer choices connect to political and ethical issues like factory working conditions, environmental effects, and the movement of jobs overseas. Draw attention to the word “potential” in the quote and guide students to consider when and how everyday purchases might become political statements.
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.
©2026 Exploros. All rights reserved.