Lesson plan: Trading with China
September 19, 2000
Web posted at: 5:05 PM EDT (2105 GMT)
Editor’s note: If you are planning to use the news story that this lesson plan is based on for a homework assignment, please write the URL on the board and have your students copy it. CNNfyi.com updates the site in the early evening, so students may have difficulty finding it without the URL. You can find the lesson plan by going to the Subject Areas page and clicking PREVIOUS in the square for Today's Lesson Plan.
Objectives
Students will:
- Identify and discuss the terms of the China trade bill.
- Research to learn about China's human rights record, labor unions and international trade as they relate to the China trade bill.
- Predict outcomes of the China trade bill.
Standards
National Council for the Social Studies
IX. Global Connections
At the high school level, students are able to think systematically about personal, national and global decisions and interactions and consequences, including addressing critical issues such as peace, human rights, trade and global ecology.
Materials
CNNfyi.com article, "Senate approves trade bill with China"
Internet access
Highwired.com project, "What's happening in China?"
Suggested time
One to two class periods
Procedures
1. Review history of trade with China using background information from Highwired.com and discuss the implications with your class. Have students read the CNNfyi.com article "Senate approves trade bill with China." Then ask the following questions:
- What are the terms of the China trade bill? What groups oppose the passage of this bill? What has China agreed to do in exchange for the benefits of the bill? How does U.S. President Bill Clinton feel about the bill? What other groups are in favor of this legislation? What is PNTR? Define the provisions that PNTR status would place on China.
- State in your own words what the China trade bill will do for all concerned. Explain why labor, human rights and conservative groups say it is wrong to give up the annual review of China trade. Do you agree or disagree with their positions? Explain your reasons. What motive is there for opposition groups to insist upon an annual review? Do you believe that they are valid motives? Why or why not?
- According to the news story, labor groups warn that the pact could be detrimental to American workers. Do you agree with their position? Why or why not? U.S. Sen. Robert Byrd, D-West Virginia, called the Senate vote a "sellout." Explain what is meant by that statement. Do you believe that the bill is placing profit over people, as suggested by one of the critics? Elaborate.
2. Direct students to online or other media resources to find out more about China's human rights record, international trade and labor unions as they relate to the trade bill. Students may use the links provided below.
3. Based on what students have learned about China's human rights record, international trade or labor unions, direct them to predict what they think will happen when the bill takes effect.
Accommodation
Logical-mathematical: Have students create a Venn diagram listing pros and cons of the China trade bill. They may present their diagrams to the class if time permits. Otherwise, display them in your classroom.
Assessment
Have students present their findings to the class. They may present the topic as a group or individually.
Challenge
Assign any of the project extensions available in Highwired.com's "What's happening in China?"
RELATED SITES:
Guide to human rights
China-U.S. trade issues
Tiananmen Square
World Trade Organization
United States-China Business Council
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