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You are here: Home > Teaching Tips for Books You've Purchased > Chinese Lesson Plans > China and India’s Impact on the World Economy Lesson Plan

China and India’s Impact on the World Economy Lesson Plan

Duration

45 minutes

Subject Area

 Introduction to Business

Grade Level

8th-11th Grade

Unit Title

 

Lesson Title

China and India's Impact on the World Economy

Objectives

Write 2-5 objectives stating expected learner outcomes

*Make students aware of the impact of the economic, technological, and academic ability of China and India as a foundation for understanding the emergence of knowledge workers as the key type of work in the future.

* improve the speaking and writing ability of students, since the class is comprised of students native and foreign born Chinese students with varied abilities, who want to go to college.

 

 Materials and Resources:

A Century of Social Transformation- Emergence of the Knowledge Society, The Essential Drucker by Peter Drucker.

Whiteboard and markers

Writing materials for students

China's economy Is the wakening giant a monster? Feb 13th 2003,  HONG KONG   From The Economist print edition http://www.economist.com/displaystory.cfm?story_id=1576567.

China's economy Is the wakening giant a monster?

Feb 13th 2003,  HONG KONG   From The Economist print edition http://www.economist.com/displaystory.cfm?story_id=1576567

China's environment No economic fire without smoke?

Jul 8th 2004 | HONG KONG  From The Economist print edition

http://www.economist.com/research/articlesBySubject/displayStory.cfm?story_id=2896990&subjectid=478048

How a Technology Gap Helped China Win Jobs By WILLIAM J. HOLSTEIN Published: July 18, 2004, NY Times.

http://www.nytimes.com/2004/07/18/business/yourmoney/18advi.html

Study: Local tech companies offshoring

Fri Jul 16, 6:50 AM ET, By Therese Poletti, Mercury News

http://story.news.yahoo.com/news?tmpl=story2&u=/sv/20040716/tc_sv/studylocaltechcompaniesoffshoring

It will be a Chinese Century, NY Times Magazine,

http://www.nytimes.com/2004/07/04/magazine/04CHINA.html?pagewanted=all&position=

By TED C. FISHMAN (NYT) words
Late Edition - Final , Section 6 , Page 24 , Column 1

http://outsourcing.weblogsinc.com/

The Outsourcing Web Log

Anticipatory Set

List specific statements or activities you will use to focus students on the lesson for the day

 *List vocabulary words on the whiteboard.

GDP – Gross Domestic Product

Outsourcing

*First go over selected vocabulary.  Remind students to look at titles, picture on article, and scan article before reading.

*Have students read Economist article, China's economy Is the wakening giant a monster?  One Page article, (5 minutes)  

Objective/Purpose

For the student's benefit, explain what students will be able to do by the time they successfully complete the lesson.

 *In preparation for chapter 23, we are going to talk about the impact of the economic, technological and academic ability of China and India on knowledge as the basis for work in the future.

*We also want to work on improving speaking and writing skills.

 

Input

What information is essential for the student to know before beginning and how will this skill be communicated to the students

 Discussion Questions:

What is the average wage in the US per hour?  $10 per hour.

What is the average wage in China per hour? 40 cents per hour.

What rank is China’s Economy?  Sixth using GDP

What percentage of the working population work in private industry?

What percentage of the population work in state industry?

How efficient is the state industry?

What are some of the challenges that China has?

How many Engineers does China graduate a year?  Compared to the US?

What is outsourcing?

Challenges that India and China face in the future?

            Environmental, Social, Economical.

What impact will this have on US jobs?  What impact is this having on US jobs today?

What percentage of Silicon Valley companies are outsourcing?  94% (25 minutes)

Model

If you will be demonstrating the skill or competence, how will this be done?

* Special Accommodations: Students are for the most part shy and this may be cultural.  They do not for the most part willingly without being called on.  Because of this I will call on each student by name to share, using a seating chart.  On any difficult words that members of the class may not know, I will write it on the board.  I go through the material repetitively, using different ways to assure comprehension.  I also ask a lot of questions to make sure the class are following the material being presented.

 

Check for Understanding

Identify strategies to be used to determine if students have learned the objectives

During the discussion, take class vote on what people think are correct answers. (5 minutes)

 

Guided Practice

List activities which will be used to guide student practice and provide a time frame for completing this practice.

Quick write, one paragraph, what impact is China having on the American Economy. (5 minutes)

 

Closure

What method of review and evaluation will be used to complete the lesson?

Share their responses, as time allows.  (5 minutes)

Independent Practice

List homework/seatwork assignment to be given to the students to ensure they have mastered the skill without teacher guidance.

 No independent practice is required.

Assessment

 Do you need to adjust the times for each activity, allowing more time for some and less for others?  What worked well?  What would you change?  Did the student's paragraphs reflect understanding, or is more discussion necessary on certain aspects?




*This is a Madeline Hunter Lesson Plan Template



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