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Protecting Private Property in China
March 16, 2007







The New York Times is running an article entitled, "China Backs
Property Law, Buoying Middle Class." The article states, "The
measure, which was delayed a year ago amid vocal opposition from
resurgent socialist intellectuals and old-line, left-leaning members of
the ruling Communist Party, is viewed by its supporters as building a
new and more secure legal foundation for private entrepreneurs and
the country’s urban middle-class home and car owners."

Opponents of this legislation claim that the law will protect individuals
who gain private property through fraud, as well as those who
obtained it legally.
Read the Article!!


Discussion-Starters for Younger Children

  • Ask your students to think of something that they know how to
    do very well. Now ask them how they might change the way
    that they do this thing. (Just as there are different ways of
    doing things there are different economic systems.)
  • Challenge students to find a partner who does the same
    thing differently than the way they do it. For example,
    perhaps two students tie their shoes differently.

  • If your students could buy anything in the world, what would
    they buy? Why?
  • Students could draw a picture of the item that they
    would buy. They can then present it to the class
    explaining why they would buy it.

  • If your students had to pick a picture of somebody to put on a
    dollar bill who would they pick? Why?
  • Consider turning your classroom into a "Hall of Fame."
    Students can nominate somebody to be in the hall,
    explaining why the person qualifies. This honor would
    also qualify the person to be on the dollar bill. Note, just
    because the person is in the hall of fame does not mean
    that he/she needs to be famous.

  • If your students really liked a specific toy would they pay
    money for it, if they knew that they'd have to return the toy
    next week? Why/why not?
  • Consider asking students to respond to this question in
    simple sentences.

  • Can your students think of anything that somebody has to pay
    for but they only get to use for a short period of time? What?
  • Challenge your students to work together and develop
    lists.

Discussion-Starters for Older Students

  • Vocabulary terms to discuss: Explicitly; Amid; Resurgent; and,
    Conspicuous.

  • Ask your students if they think that private property is
    important in a free market economic system, in which people
    decide for themselves what to produce and what to consume.
    Encourage them to explain their answers.
  • Students could develop television commentaries in
    response to this question.

  • Why might some people dislike the idea of allowing people to
    own private property? How might an economic system resolve
    these people's concerns and still allow the ownership of private
    property?
  • Students can take on the voice of a left wing socialist
    and argue why private property is bad. Alternatively,
    they could develop a conversation between a socialist
    and a capitalist.

  • According to this article, China's President and Prime Minister
    pushed through legislation protecting private property without
    discussing it publicly. Why might these leaders have chosen
    this course of action? Would this type of behavior have been
    acceptable if instead of protecting private property the
    legislation had prohibited anybody from owning private
    property? Why/why not? Was their behavior acceptable, in this
    case? Why/why not?

  • What does it mean for national leaders to behave acceptably?
    Does it matter if they behave acceptably? Why/why not?
  • These questions could make for an interesting class
    discussion.
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