Is China to blame?

In this lesson, students participate in a Paideia seminar about North Carolina's dwindling furniture industry.

A lesson plan for grades 9–10 Social Studies

By Susan Taylor

Provided by Kenan Fellows Program

This over-sized chest of drawers in High Point, North Carolina is believed to be the world’s largest. Because of its important role in furniture manufacturing, High Point has been called the “Furniture Capital of the World.” But even in High Point, the furniture industry is suffering. In this lesson, students will consider the effects of foreign imports on North Carolina's furniture industry. (Image source. More about the photograph)

Learn more

• North Carolina in the Global Economy From Duke University's Center on Globalization, Governance & Competitiveness, this website presents and analyzes up-to-date information about how industrial restructuring in an era of globalization is impacting North Carolina's key industries.

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Related topics

• Learn more about North Carolina, Paideia seminar, civics, economics, furniture, industry, public policy, and social studies.

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Legal

The purpose of this lesson is for students to learn how foreign competition and the rise of imports have impacted North Carolina’s furniture industry.

Learning outcomes

Upon the successful completion of the lesson, students will be able to:

• Explain reasons for the decline of North Carolina’s furniture industry
• Explain how North Carolina furniture manufacturers benefit from their relationships with China
• Suggest ways that displaced workers can remain competitive
• Engage in a dialogue regarding the state of the furniture industry

Students will formulate opinions derived from readings and discussion on the following essential questions:

• Is China to blame for the state of North Carolina’s furniture industry?
• Should the government create policies to protect the furniture industry from foreign competition?
• Is it the role of the state and federal governments to assist displaced workers?

Teacher planning

Time required

This lesson requires approximately two class periods. The seminar will take 30–40 minutes. The post-seminar sharing will take 25–30 minutes. Readings and seminar questions should be distributed as homework.

Student handouts

• copies of the North Carolina in the Global Economy overview of the furniture industry from Duke University’s Center on Globalization, Governance & Competitiveness
• copies of the North Carolina in the Global Economy article on public policy and the furniture industry from Duke University’s Center on Globalization, Governance & Competitiveness

Pre-activities

Print copies of the two required readings to distribute to students.

Activities

1. Assign the furniture overview and furniture public policy readings for homework. Students should read these articles and answer the pre-seminar questions. Distribute the readings and pre-seminar questions two to three days prior to the day of the seminar. Inform students that the homework assignment serves as seminar preparation and that they should bring these materials to class seminar day.
2. Students will be answering the following questions in their pre-seminar assignment:
   Overview
   • How has foreign competition impacted United States furniture manufacturers? Cite three examples.
   • What question about government has been raised as a result of this “global transformation?”
   • Identify two to three furniture companies that are important to North Carolina’s economy.
   • Where are most of these companies located?
   • In terms of employment, how does North Carolina rank as a furniture manufacturing state?
   • What happened to employment in the furniture industry?
   • What happened to the average wage for furniture industry employees?
   • What is one reason for increased furniture imports to the United States?
   • Why is employment falling in the North Carolina furniture manufacturing industry? Cite three reasons.
   • How did the outsourcing of furniture products change from 1996 to 2000? Why?

   Public policy

   • What has led to a rise in offshoring?
   • How is the United States furniture industry responding to the offshoring rise?
   • Why does the United States furniture industry monitor China’s manufacturing industries?
   • Why are companies also focusing on worker retraining?
   • What led to the quick growth of China’s furniture industry?
   • Though the North Carolina’s furniture industry’s labor force had contracted, what happened to wages during the same period?
   • Why do North Carolina manufacturers source to China?
   • What has led to the sharp increase in Chinese imports?
   • Chinese firms have been able to upgrade their facilities and develop more sophisticated product lines. How has this impacted North Carolina companies?
   • How have the state and federal governments attempted to help displaced textile and furniture workers?
   • What is JobLink?
   • Identify and explain the three levels of services that JobLink provides.
   • Why is the North Carolina Community College System an important resource for the unemployed workers?
   • What support have companies provided for the laid off workers?
3. On the day of the seminar, arrange your classroom desks in the optimal setting, such as a circle or a rectangle, for a discussion.
4. Review the seminar rules:
   • Read the text.
   • Listen to each other.
   • Ask questions.
   • Share your opinion.
   • Be polite.
5. Have students number the paragraphs in the reading to make it easier to refer to the text during the seminar.
6. Using the seminar questions provided, facilitate the discussion. The seminar could last between 30 to 40 minutes.

   Opening questions

   • The selection is simply entitled “Furniture” with the subheadings of Overview and Public Policy. If you were given the opportunity to name this selection, what would you call it?
   • What was your initial reaction to the reading?

   Core questions

   • What is meant by “firms in the industry are being forced to rethink their corporate strategies in order to remain successful?” (Overview, Introduction, third sentence)
   • Thus, the average wage for people working in furniture is 30.3 percent below the sate average manufacturing wage. (Overview, Employment & Wages, second paragraph, last sentence) Can we draw any conclusions or make any assumptions from this statement?
   • Why are businesses outsourcing to China so much?
   • Is it the place of the federal government to create policies that would protect the furniture industry?
   • How are the state and federal governments helping displaced furniture workers?

   Closing questions

   • What advice would you have for displaced workers?
   • Is China to blame for the state of North Carolina’s furniture industry?
   • What questions do you have?

3. After the seminar, assign the problem analysis in the post-seminar response. Students should complete these individually in class or as homework and then share their responses with a partner or group. The analysis and sharing will take 25 to 30 minutes.

Assessment

Students should turn in the pre- and post-seminar assignments. Assess these worksheets for accuracy and thoughtfulness. Students should also be evaluated on their participation in the seminar.

Modifications

Extensions

Have students brainstorm and discuss external issues associated with furniture industry lay-offs.