Option theme 5: The Chinese century: emergence of a new hegemon

Students focus on China’s emerging power and influence in the world and examine China’s role as the driver of global change. Students reflect on the tensions that are emerging from China’s rising global dominance, the impact that this has on the world, and how the United States or another country attempts to reinforce its own power. Students analyse the impact of China’s internal governance on its people.

The four inquiry questions are:

1. Has the rest of the world embraced the recent rise of China?
2. To what extent has China been successful in achieving its national interest?
3. What is required in order for China to be considered a global hegemon?
4. Does Australia benefit from its relationship with China?

In addressing inquiry question 1: ‘Have the twentieth century political superpowers embraced the rise of China?’, students may consider:

• implications of the Sino–Russian relationship
• the relationship between China and the United States
• the evolution of China’s foreign policies
• China’s global economic impact.

Students analyse the economic, political, and military aspects of the Sino–Russian partnership. They explore the triangular interactions between China, Russia, and the United States in relation to the adage ‘my enemy’s enemy is my friend’. Students examine the strategic competition and the increased tensions between China and the United States that led to a close China–Russia tie. Students investigate the evolution of China’s foreign policies, and evaluate China’s transformation to a modern economic superpower that has global interests and responsibilities.

In addressing inquiry question 2: ‘To what extent has China been successful in achieving its national interest?’, students may consider:

• reasons for economic progress
• implications of social policies
• military conflicts and geographical disputes 
• influences in world trade and diplomacy.

Students examine the transition in China’s national interest, exploring the defensive and constructive strategies used to achieve their domestic and global agendas. Students explore China’s influences by investigating the domestic and international factors that determine strategic choices and interactions. They appraise China’s increased diplomatic investment with other countries, including the economic progress, benefits, and costs. Students analyse the implications of China’s social policy on health, education, housing, pension, disability, and poverty alleviation. They investigate the likelihood of military conflicts in areas such as the Asia–Pacific region and the rest of the world. 

In addressing inquiry question 3: ‘What is required in order for China to be considered a global hegemon?’, students may consider:

• the Chinese global position
• China’s influence on international institutions
• China’s view of its role in the world
• international responses to China’s ascendency.

Students explore China’s rising position in its pursuit to change the global order of power. Students investigate China’s internationalist vision for economic integration and the increasing influence in international institutions such as the World Trade Organization, the Asia‑Pacific Economic Cooperation, and the United Nations’ Human Rights Council, Security Council, and World Health Organization. Students examine the factors that enable China to become the new hegemon, and explore how China perceives itself in shaping global affairs. They critically analyse China’s increasing interventionist approach in security and economics. Students evaluate whether China’s rise is peaceful or is a threat, by examining the international responses to its rise.

In addressing inquiry question 4: ‘Does Australia benefit from its relationship with China?’, students may consider:

• a comparative study of the Australian and Chinese systems
• Australia and China’s economic relationship 
• the influence of China’s soft power in Australia
• Australia and China’s strategic relationship.

Students examine Australia–China relations, which are characterised by strong economic bonds. Students investigate the factors that made the robust relationship possible despite the differences between the Australian and Chinese political, social, and economic systems. Students define the concept of soft power, investigate the complexity of China’s influence in Australia, and decide whether Australia’s understanding of soft power diplomacy is outdated. They explore the Australia–China strategic partnership and its benefits, challenges, and impacts on diplomatic and economic relationships. Students question the complexity of this partnership and the consequences it has for Australia’s relationship with other countries.