A unit on China in a geography, history, or government course is likely to include an emphasis on the Chinese government's use of surveillance and censorship and general quashing of political dissent. This lesson was designed to explore how those techniques have evolved in the modern era through an examination of the country's emerging social credit system that is to become mandatory in 2020 in both its digital and physical forms. It further provides students an opportunity to reflect on the significance that come with decisions over the management of technology, surveillance, and behavior in the modern era.
In interrogating the Chinese social credit system, students are steered toward analyzing the mechanisms of the system and the potential intended and unintended consequences on society. They also compare/contrast the Chinese system with forms of credit and data collection that exist in Western society. And they critically consider the merits of government arguments in favor of the system. Students finish the topic by exploring how this topic has been portrayed in science fiction. I have found that the controversial nature of the subject matter particularly motivates student interest and therefore I employ the activity as a vehicle for promoting student critical thinking practice. The activities take around 90 minutes to complete but can be extended with the Black Mirror episode viewing. I use it with high school students in my junior Human and Region geography course.
Part one - 10 minutes
Around ten minutes is devoted to pre-discussion topics that transition students into the subject matter of the lesson in a more familiar context that can later be used as a basis of comparison. This includes eliciting students' knowledge of concepts like "financial credit" and "credit score" and ensuring understanding of the purpose and role of these practices in Western society. It also encompasses student discussion on other forms of "credit" that are present in society (e.g. my students often mention the role of job performance and grades in affecting future career opportunities, the impact of restaurant reviews on businesses, and the importance of criminal background checks).
Part two - 70 minutes
Most of the lesson time encompasses the reading and analysis of Rachel Botsman's 2017 article ("Big data meets Big Brother as China moves to rate its citizens") that appeared in WIRED. To facilitate this reading, I have developed the article into a worksheet comprised of a series of topic segments that are each accompanied by check-point questions focused on content review, analysis, problem-solving, and other critical thinking skills.
1. Introduction to the system and breaking down the meaning of “It’s Amazon’s consumer tracking with an Orwellian political twist”. This is an ideal opportunity to tease out what students know about consumer tracking in Western society on commercial sites, search engines, and social media websites and what it means when you add an "Orwellian political twist" to that system.
2. Examination of the companies involved in collecting the data and the types of activities that will influence this data collection. After reviewing the central content of the section, the section invites further critical contemplation on the part of students to develop a list of companies and activities that could plausibly be part of creating the scores. My classes typically bring up social media sites, financial institutions, government agencies, schools, GPS/location tracking services, and businesses and activities like criminal record (e.g. jaywalking), purchases (e.g. exercise equipment, cigarettes, video games, types of books), grades, hobbies (e.g. spending time at the park or home all day), and social media comments.
3. Exploration of the mechanisms of the system in terms of rewards and penalties and potential intended and unintended consequences. This segment involves a review of the carrots and sticks used followed by critical analysis. The class may consider: What are some of the changes - intended and unintended - that could be expected to be observed under the social credit system? Will people change their hobbies or even their friends because of the system? And is it accurate to say, as the government currently does, that the system is voluntary?
4. The final segment investigates the Chinese justification for the system based on combating corruption and crime, building trust, and developing much needed certainty for financial institutions. This is an opportunity to discuss with students if these arguments are persuasive. You may wish to invite students to consider how other countries (e.g. the United States, Sweden) have solved problems like corruption and crime.
Part three - 10 minutes
To supplement the textual reading, it would also be useful to engage with the excellent VICE News video report ("China’s "Social Credit System" Has Caused More Than Just Public Shaming") on the non-digital form the system is taking in rural villages and towns where their deeds are recorded and shared publicly and penalties include shaming, financial costs, and loss of freedom of movement, yet where citizens can also "buy" a higher score through donations to "charity".
Part four - 90 minutes
Time permitting, it is also worthwhile to acquaint students with the role of science fiction and art in critically engaging with phenomena of modern society. A viewing and subsequent discussion of the episode "Nosedive" of the series Black Mirror, which takes place in a context characterized by many similar notions as those in the Chinese social credit system, can allow students to explore and further reflect on the risks and consequences that come with our decisions on how to manage technology, data collection, and behavior.