Foreign Policy Research Institute A Nation Must Think Before it Acts TPP (Trans-Pacific Partnership): What Do You Think?

TPP (Trans-Pacific Partnership): What Do You Think?

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Students will be able to define the TPP.
Students will be able to give reasons for and against the TPP.
Students will be able to write their opinion on the TPP and support their opinion with three reasons.

Explain to students that they will be looking at four different points of view concerning the TPP and will be discussing and debating the pros and cons of the TPP. They will then from their own opinion about the TPP and write a paragraph defending their position.

1. Place students in groups of four and give each of them one of the sources concerning the TPP. The four sources are from Bernie Sanders (against, Iowa Farm Bureau (in favor), William Krist (in favor), and Donald Trump (against)
2. Have each student do a Close Read of the article using the following notations. Highlight in red interesting and powerful words and phrases. Highlight in green what is important or key.
Write any comments or questions in the margins of the article. Write down 3-5 reasons which the source provides as to why the TPP is a good or bad piece of legislation.
3. In their groups of four, each student will debate the question from the viewpoint presented in their article. You may want to use Handout One: Accountable Student Talk, for students to facilitate their own discussion and so each student has a role during the discussion.
4. After group discussion, have a whole class discussion about whether the TPP is a good idea.
5. Have students write a paragraph providing their opinion on the TPP and supporting their claim with 3 reasons given in their article, in their groups, or during whole class discussion..

Conclusions:
1. Poll students to see who is for or against the TPP.
2. Poll students to see if the TPP will be passed by the US government.

1. Whole class discussion could take place on Google Classroom which would allow less reluctant speakers to discuss their ideas.
2. Instead of printing the sources, the sources could be placed on Google Docs and students could make their Close Read notations on The Google Doc.

1. Have students do additional research to write a 5 paragraph essay supporting or rejecting the TPP.
2. Students could hold a formal debate on the issue. Resolved: The TPP should be signed into law.
3. Have students write a letter to the editor of the local newspaper supporting or rejecting the TPP.

Why We Need the Trans-Pacific Partnership and How to Get It Right

https://www.sanders.senate.gov/download/the-trans-pacific-trade-tpp-agreement-must-be-defeated?inline=file

https://www.iowafarmbureau.com/Article/Japan-offers-lucrative-market-for-Iowa-farmers

https://ballotpedia.org/2016_presidential_candidates_on_the_Trans-Pacific_Partnership_trade_deal#tab=Republican_candidate

https://www.bbc.com/news/business-32498715

Author
  • Don Jenkins
  • Oak Harbor Middle School
Grade Level
  • Middle School: 8
  • High School: 9, 10, 11, 12
Time Frame
  • 1-2 periods

If you have any questions about this lesson plan, or if you wish to contact the author, please email us at [email protected]