Strand
: Social Studies, Economics, International Relations
Objectives
Understand the arguments for and against international free trade. Identify the factors that influence trade policies, such as presidential politics, energy, and immigration. Evaluate the impact of international trade agreements on the people and businesses of each country.
Historical Perspective
In setting foreign policies about trade, countries have had to decide whether they would support free trade or protectionism, or find a compromise between these two extremes. The arguments for free trade have generally been that the lack of trade barriers increases overall production and benefits both countries involved in the exchange. Protectionists often argue that trade barriers, such as tariffs or quotas, protect jobs and stimulate demand for national industries. Since 1994, the North American Free Trade Agreement, or NAFTA, has begun phasing out all trade barriers between Canada, the United States, and Mexico. Its multilateral adoption has coincided with the formation of the World Trade Organization, an international organization that promotes reductions in trade barriers and mediates trade disputes. In an era when globalization and free trade are generally accepted among governments, as well as economists, there are also compelling arguments against the expansion of unfettered international trade: jobs might be lost in some specific industries, further environmental damage might come from increased industrialization, and further erosion of labor standards in poorer countries might occur.
Pacing
Two class periods
Materials
Expository Writing
Students have an opportunity to write an Analytical Essay (see Extension below).
Key Questions
- What criteria should we use to evaluate the relative fairness of a trade agreement?
- What are the arguments for free trade?
- What are the arguments for protectionist trade policies?
Point of View
Students will hold a debate in which they argue whether or not the trade agreements between the United States and Mexico, such as NAFTA, benefit each country equally. Group members will research the recent history and circumstances of the trade agreements and the effects they have had in the respective countries. Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer.
Document-based Questions
To start students thinking about the relative equity of U.S.–Mexico trade agreements, have them examine the photograph. Key questions students should answer are:
- What position does the banner take on NAFTA?
- What does it claim the costs of the trade agreement are?
- How would a policymaker determine if NAFTA was the actual cause of the problems named on the banner?
(Translation of words on banner: “NAFTA’s Impact – Violence Against Women – Pressure, Breaking Up Families, Loss of Livelihood, Lack of Health)
Directions
Distribute the Student Activity sheet or have students access it via The Latino American Experience’s Classroom Resources. Divide the class into two groups, those who will argue that the existing trade agreements are equitable and those who will argue that the agreements are not equitable.
Tell students that they will research the following topics in preparation for the debate.
- Economic Growth
- Presidential Politics – U.S. and Mexico
- Agriculture
- Maquiladoras and Border Industries
- Immigration
- Energy and the Environment
- Employment and Work Force
Tell students that you will act as moderator. Review rules for the debate. Explain that each group will give an opening statement and have time for a rebuttal and closing argument.
Assessment
Use the Debate Rubric and/or
Performance Rubric
to assess students’ work. Have students use the list of expectations to judge how well they met the criteria.
Extension
Have students use The Latino American Experience to research and write an Analytical Essay arguing for or against a western hemisphere-wide trade agreement.
(May be copied for classroom use.)