Overview
The ongoing debate about internet privacy in the United States seems like a minor concern compared with internet privacy in China. But is the United States destined to become like China?

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Grade level and subjects
• Recommended for grades 6-12
• Subjects: Government and Science / Technology
• Works in Classroom, Hybrid, and Homeschool settings

What students will learn
By the end of this lesson, students will be able to:
• list the components of China’s social credit score;
• discuss China’s social credit score;
• explain the reasons China’s government monitors internet use;
• assess the impact of the Chinese government monitoring its citizens’ internet use; and
• hypothesize the future of United States citizens’ internet freedom.

Key concepts and terms covered
Mao Zedong (also written as Mao Tse-tung) and Repression.

Sample discussion questions
• When you are on the internet, how much privacy do you think you have? How much should you have?
• John Stossel tells Li Schoolland, “the repression in China is over.” When you see businesses developing in China and many Chinese people being lifted out of poverty, don’t you think that, too? Do you think that is a common perception? Explain.
• If our government engages in predictive policing, does that mean we will eventually have something like China’s social credit score in our country? Why or why not?
• Why has the phrase “Long Live the Emperor” been censored in China? How might people use this phrase in a subversive way? Why does China’s government want to stamp out this talk?
• What message does Li have for the American people? Should we be concerned?

What’s in the free teacher’s guide
This printable 6-page Teacher's Guide includes a lesson description, learning objectives, key vocabulary, a fill-in viewing guide with answer key, discussion and analysis questions, and classroom activities.

Standards alignment
Aligned to state standards — use the SITC Standards Tool to match this video to the standards in your state.