Why do nations form trading blocs?
Discuss with the students the points that have been made to support NAFTA and the points that have been made to oppose NAFTA. Provide students with a list of Canadians in different occupations, residing in different regions of the nation. For example: • Saskatchewan potash worker; • Nova Scotia fisherman; • Montreal shoe-factory worker; Exports Continuation of the Concept Application Lesson for: Imports, Exports, Protectionism, Free Trade, Trading Blocs, Regions, Tariff, Deficit, and Surplus. • person wanting to buy a private yacht; • owner of a large Canadian boat factory; and, • factory worker in Ontario. Have the students select those Canadians who would probably benefit from and favour the Free Trade Agreement and those who would probably oppose the Agreement. Student groups could be assigned to different regions of the nation to determine whether their particular region would benefit from the Agreement. • There should be class agreement on the regional indicators they will investi
