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 why China’s economy is frequently in the news and review the lesson objectives. They then respond on a discussion wall to the prompt, “What do you think of when you hear the word ‘market’?”
Teacher MovesClarify the lesson overview and objectives. Lead a brief discussion of students’ ideas about “market,” drawing out everyday and economic meanings. Introduce “market” as the activity of buying and selling, using examples such as the stock market and markets for consumer goods, and connect this to how modern economic markets extend beyond simple buying and selling of food.
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 influenced it. Using discussion walls, they answer questions about why China’s economy was weak when the Communist Party took power, what triggered rapid growth since the 1970s, and how the current Chinese economy reflects or contradicts communist ideals of economic equality.
Teacher MovesSupport students as they work with the complex questions, choosing whether to address them through whole-class or small-group discussion before students post written responses. Provide clarifying explanations about the historical context of China’s weak economy (wars, natural disasters, Western control, and self-sufficiency), the policy shifts in the 1970s that loosened government control and reopened trade, and the current economic inequalities that conflict with communist ideology. Use these explanations to deepen understanding of the relationship between government systems and economic outcomes.
Students read China’s Economy to learn more about China’s current economic status and answer a question comparing China’s economy to the rest of the world. They then use information from the Economy section of the text to complete a table identifying China’s major agricultural products, key industries, main export commodities, and main imports. Afterward, they select one element of China’s market (such as a specific industry, export, or agricultural product), research it online, and create a report that defines the element, explains its role in China’s economy, includes an image, and connects it to their own lives. Students post their reports to a discussion wall or share them via a linked digital tool (e.g., Prezi, timeline, presentation, or digital poster), then review at least three classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesRead or guide students through the more complex paragraph in the resource, pausing to define terms and clarify concepts. Provide or review key information needed to complete the agricultural, industry, export, and import table, ensuring students accurately capture major economic sectors and trade patterns. Support students in choosing a focused market element to research and in organizing their reports so they clearly explain the element’s definition, economic role, and personal connection. Monitor the online sharing and commenting, highlight strong or especially interesting reports for whole-class discussion, and use student work to reinforce how specific sectors contribute to China’s overall economic power.
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 how buying Chinese-made goods connects to labor conditions, environmental impacts, or global trade).
Teacher MovesInvite students to share selected responses and facilitate a discussion about how everyday purchasing decisions can reflect or influence political, economic, and social issues. Guide students to consider topics such as working conditions in foreign factories, environmental consequences of industrial production, and the movement of jobs to countries with cheaper labor, helping them connect these issues to their own shopping choices and to China’s role in the global economy.
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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