Students explore the basics of NAFTA. Then they summarize the benefits and problems with maquiladoras. Next they analyze graphs and determine which Texas industries have increased exports under NAFTA. Finally they weigh the pros and cons of NAFTA and take a stand whether it is mostly positive or mostly negative.
Students view an image of a sign near a U.S. border crossing and read background text explaining the long-standing importance of trade between Texas and Mexico and the role of tariffs on imported goods. They contribute to a word cloud by naming products manufactured in Mexico and imported to the United States, then post to a class wall explaining why they think countries impose tariffs on imports.
Teacher MovesIntroduce the experience overview and objectives, highlighting that students will examine both benefits and drawbacks of NAFTA. Prompt students to generate examples of Mexican imports (such as vehicles, oil, clothing, machinery, and agricultural goods). Guide discussion of tariff responses, emphasizing that tariffs raise the price of imports and can encourage consumers to buy domestically produced goods.
Students read an introduction to NAFTA describing its 1994 start date, its goal of eliminating most tariffs among the United States, Canada, and Mexico, and its purpose of reducing barriers to trade and investment. They watch the video NAFTA Explained and respond on a class wall about what critics feared NAFTA would cause and what supporters believed would be positive outcomes. Students then read about maquiladoras—factories along the border using Mexican labor and U.S. materials—and complete a graphic organizer, taking notes on background, how U.S. companies and Mexico benefit, the growth of maquiladoras, their impact on Mexico, and ways workers suffer.
Teacher MovesClarify that critics worried NAFTA would move businesses and jobs from Texas to Mexico, while supporters expected cheaper products in Texas. Use student responses to discuss how trade agreements can have both positive and negative effects. As students read about maquiladoras and fill in the organizer, circulate to support note-taking and understanding, and explicitly highlight the complexity and tradeoffs involved in policies like NAFTA.
Students read an explanation of how Texas has been affected by NAFTA, including increased exports to Mexico, growth in trade-related jobs such as trucking, and negative effects like pollution and increased border traffic. They watch the video Is NAFTA hurting or helping Texas? and then examine Charts 2 and 3 on page 2 of the report Did NAFTA Spur Texas Exports?, posting to a class wall about whether the graphs support or contradict the video’s claim that NAFTA is helping Texas. Next, they scroll to page 5 to study Chart 5 and post another response identifying one Texas industry that has suffered losses and one that has made gains in Mexico since NAFTA.
Teacher MovesReinforce key points about Texas’s heavy involvement in trade with Mexico and the mixed environmental and economic impacts of NAFTA. Guide students in interpreting the graphs, pointing out that overall Texas exports have benefited from NAFTA. When students analyze Chart 5, help them see that some industries (such as lumber and furniture) experienced losses while others (such as instruments, computers, electronics, apparel, petroleum, and plastics) gained, underscoring the uneven effects of trade agreements across sectors.
Students read about the ongoing controversy surrounding NAFTA, including political criticism, and then read NAFTA Pros and Cons to learn about its advantages and disadvantages. Using a two-column graphic organizer, they summarize key pros (such as increased trade, lower prices, higher economic output, job creation, foreign investment, and reduced government spending) and cons (such as job losses, wage suppression, harm to Mexican farmers, difficult working conditions in maquiladoras, environmental damage, and safety concerns about Mexican trucks). Students respond to a poll stating whether they think NAFTA is mostly positive or mostly negative, then post to a class wall explaining their position. Finally, they review classmates’ posts and reply to at least two with a question or positive comment.
Teacher MovesFrame NAFTA as a contested issue and connect it to contemporary political debates. Support students as they extract and categorize evidence from the article into pros and cons, prompting them to use specific details in their summaries. After the poll, facilitate discussion that encourages students to justify their stance with evidence from graphs, videos, and readings. Monitor the online discussion, prompting respectful dialogue, probing questions, and deeper reasoning as students respond to one another’s posts.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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