| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | NAFTA and Free Trade in the 2000’s |
| What length (min) | 60 |
| What age group | Year or Grade 9 |
| Class size | 12 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
NAFTA and Free Trade in the 2000’s
Year/Grade 9
History
12 students
The lesson aligns with U.S. national social studies standards, focusing on historical analysis, understanding economic systems, and the role of government in economic policy.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to NAFTA | 10 min | Briefly introduce the topic, discussing the purpose of NAFTA and its historical context. Present goals for the lesson. |
| 2 | Distribution of Printable Cards | 5 min | Hand out printable cards that students will fill out during the lesson with key terms and concepts related to NAFTA. |
| 3 | Group Activity | 15 min | Divide students into groups of three or four. Provide them with specific questions to discuss regarding NAFTA and free trade. |
| 4 | Physical Activity Break | 5 min | Engage students in a quick physical activity (e.g., stretching or a short game) to refresh and energize them. |
| 5 | Lecture and Discussion | 15 min | Deliver a mini-lecture summarizing the key points about NAFTA and its impact in the 2000s, followed by a discussion. Encourage questions. |
| 6 | Fill Out Printable Cards | 5 min | Students work individually to fill in their cards with insights gained from the group activity and the lecture. |
| 7 | Collection of Cards or Random Check | 5 min | Collect all the filled cards or randomly check them for completion to ensure understanding of the material covered. |
| 8 | Conclusion and Homework Assignment | 5 min | Summarize the main points of the lesson, pose a reflective question for homework related to free trade, and assign reading for the next class. |
“Good morning, everyone! Today, we are diving into an important topic in our history lesson — NAFTA, which stands for the North American Free Trade Agreement. NAFTA was designed to create a trilateral trade bloc between the United States, Canada, and Mexico. It aimed to eliminate trade barriers and foster economic growth among these countries.
Before we jump into this topic, let me share the goals for today’s lesson. By the end of this session, you will understand the key concepts of NAFTA and its impact on trade relations, analyze its economic, social, and political implications, engage in discussions to explore different perspectives on free trade, and reflect on the significance of such agreements in our contemporary society.
Let's get started!”
“Now, I’ll be distributing printable cards to each of you. These cards contain key terms and concepts related to our discussion on NAFTA. During the lesson, you will fill in these cards as we go along. Please take one card, and when you receive it, write your name at the top. You’ll need it for activities later on.”
“Next, I want to break you into groups of three or four. Each group will discuss specific questions that I’m going to provide. The questions are designed to make you think critically about NAFTA and free trade.
[Hand out the specific questions for discussion.]
Once you have your questions, I’ll give you about 15 minutes to discuss with your group. Please make sure that everyone in your group has a chance to share their thoughts.
[Circulate while they discuss, providing guidance and answering questions where needed.]”
“Alright, time for a quick break! Let’s stand up and stretch for a moment. Stand tall and reach for the ceiling... and now touch your toes! Shake out your arms!
Now, let’s play a quick game. I will say a trade-related term, and if you think it’s associated with free trade, give me a thumbs-up. If not, give me a thumbs-down. Ready? Here we go: Tariff... Free Trade Zone... Protectionism...
Great! Now that we’re all energized, let’s return to our seats!”
“Let’s settle back down and continue our discussion about NAFTA. I’m going to give you a mini-lecture outlining the key points about NAFTA and its impact in the 2000s.
[Present the lecture using the projector and screen.]
During the lecture, feel free to jot down notes on your cards, and keep in mind the questions we discussed earlier. After my lecture, I’ll open the floor for discussion, so think about any questions or comments you may have.
[After the lecture, encourage a discussion by asking questions like ‘What do you think were the biggest benefits of NAFTA?’ or ‘What challenges did it present?’]”
“Now, I’d like you to take a few moments to fill out your printable cards with insights you gained from the group activity and my lecture. This should help reinforce your understanding. Write down any key terms, concepts, or discussion points that stood out to you.”
“Alright, time’s up! Please pass your cards to the front. I’ll be checking them for completion to ensure that everyone has grasped the material we covered today.
Also, if anyone is struggling with any of the concepts, please feel free to reach out for help before you hand in your card.”
“Let’s wrap up our lesson today. What are the key points we discussed regarding NAFTA? [Summarize responses.]
To reflect on today’s lesson, I’m assigning you a one-page homework assignment. I would like you to write a short reflection on how NAFTA has affected trade relations between the United States, Canada, and Mexico, and consider its implications for future trade agreements. This will be due in our next class.
Additionally, please read the handout I provided on the history of free trade agreements before our next meeting.
Thank you for your participation today! I look forward to reading your reflections.”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A map of North America with borders} | - Introduction to NAFTA |
| - North American Free Trade Agreement | ||
| - Created a trilateral trade bloc (U.S., Canada, Mexico) | ||
| - Eliminate trade barriers and foster economic growth | ||
| 2 | {Image: Printable cards on a table} | - Distribution of Printable Cards |
| - Cards contain key terms related to NAFTA | ||
| - Write your name at the top for future activities | ||
| 3 | {Image: Students in groups discussing} | - Group Activity |
| - Break into groups of 3-4 to discuss provided questions | ||
| - Encourage critical thinking about NAFTA and free trade | ||
| 4 | {Image: Students stretching in a classroom} | - Physical Activity Break |
| - Quick stretch and reach for ceiling, touch toes | ||
| - Game: Identify trade terms as linked to free trade | ||
| 5 | {Image: A teacher giving a lecture} | - Lecture and Discussion |
| - Mini-lecture on key points about NAFTA and its impact in the 2000s | ||
| - Encourage jotting down notes for discussion | ||
| 6 | {Image: Students writing and filling cards} | - Fill Out Printable Cards |
| - Reflect insights gained from group discussions and lecture | ||
| - Key terms, concepts, and discussion points | ||
| 7 | {Image: Cards being passed to the front} | - Collection of Cards or Random Check |
| - Pass cards to front for completion check | ||
| - Opportunity for assistance with any struggling concepts | ||
| 8 | {Image: Students with hands raised in class} | - Conclusion and Summary |
| - Recap of key points discussed regarding NAFTA | ||
| 9 | {Image: A homework assignment sheet} | - Homework Assignment |
| - Write a one-page reflection on NAFTA’s impact on trade relations | ||
| - Consider implications for future trade agreements | ||
| 10 | {Image: A handout on a desk} | - Additional Task |
| - Read handout on the history of free trade agreements before next class |
| Question | Answer |
|---|---|
| What does NAFTA stand for? | |
| Which countries are involved in the North American Free Trade Agreement? | |
| What was the main goal of NAFTA? | |
| How did NAFTA aim to impact trade barriers? | |
| In what ways can free trade agreements like NAFTA promote economic growth? | |
| What were some benefits of NAFTA discussed in class? | |
| What challenges or criticisms of NAFTA were addressed? | |
| How does NAFTA affect trade relations today? | |
| What is a tariff, and how does it relate to free trade? | |
| Can you provide an example of a free trade zone? | |
| How might NAFTA influence future trade agreements? | |
| What role did group discussions play in understanding NAFTA? | |
| Why is it important to analyze both the benefits and drawbacks of NAFTA? | |
| How can insights from today's lesson about NAFTA be applied to current events? | |
| What should you include in your reflection assignment about NAFTA? |
How do you think NAFTA has impacted the economy of Mexico compared to the economies of the United States and Canada?
Can you identify any specific industries that have benefited or suffered as a result of NAFTA? Discuss why you think that is the case.
In what ways do you believe public opinion about free trade and agreements like NAFTA has changed over the years?
If you were to design a new trade agreement between the U.S., Canada, and Mexico today, what key features would you include and why?
How might the principles of NAFTA apply to other regions in the world that are considering similar trade agreements?
Here's a list of simple physical exercises in the form of a light-hearted poem:
Stretch and Move, Let's Groove!
Stand up tall, reach for the sky,
Touch your toes—give it a try!
Twist your waist from side to side,
Let’s shake it out, there’s no need to hide.
March in place, lift those knees,
Feel the rhythm, move with ease.
Circle your arms, big and wide,
Now cross them over, let’s take our stride.
Jump in place, one, two, three,
Wiggle your fingers, dance like a bee!
Take a deep breath, hold it in tight,
Now let it out, what a lovely sight!
Give a cheer, clap your hands,
Move to the beat, come join the bands!
With every stretch, feel the flow,
Stay active, my friends, let’s keep it so!
Feel free to mix and match these simple exercises to keep your students energized!