A dying industry

In this lesson, students learn how tariffs protect certain domestic industries and consider the impact of that protection from a variety of perspectives.

A lesson plan for grades 9–10 Social Studies

By Susan Taylor

Provided by Kenan Fellows Program

This photograph taken in 1914 shows eleven-year-old Nannie Colson working as a looper at the Crescent Hosiery Mill in Scotland Neck, North Carolina. The textile industry has a long history in North Carolina but is struggling in today's economy. In this lesson, students will explore how tariffs, free trade, and protectionism impact the textile and other domestic industry. (Lewis Wickes Hine, photographer. From the records of the United States National Child Labor Committee. More about the photograph)

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Related topics

• Learn more about North Carolina, civics, economics, free trade, industry, public policy, social studies, tariffs, and textiles.

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Learning outcomes

Upon successful completion of the lesson, students will be able to:

• Explain how tariffs impact North Carolina’s textile industry
• Argue for or against free trade
• Define protectionism

Students will formulate opinions based on readings and discussion to answer the following essential questions:

• Are tariffs beneficial?
• Should North Carolina advocate free market principles?

Teacher planning

Time required

1.5 class periods

Student handouts

Activities

1. Assign the “Textiles Blues: Tar Heels and Asian Tigers” reading and questions for homework. Students should read the article and answer the reading questions. Distribute the reading and questions one to two days prior to the day of the activity. Remind students that they will need to bring the reading as well as their answers to the questions to class.

   In the homework assignment, students will respond to the following questions:

   • What was the outcome of the Uruguay Round of trade negotiations?
   • Why was the China Textile Safeguard created?
   • Capping the imports of another country means ______________________.
   • According to Paul Messino, has the textile industry adapted to the global market?
   • How does the Byrd Amendment impact the textile industry?
   • Why does Messino argue that a “dying industry, such as U.S. textiles, continues to grow” due to “skewed demand for the product?”
   • According to Messino, why should North Carolina and the nation embrace free market principles?
2. On the day scheduled for reviewing the article and questions, place students in teams of two or three. Have students discuss the article and their answers informally (7–10 minutes). Then, show students the group writing prompt, “Do tariffs hurt or help North Carolina’s textile industry?” and review the prompt requirements.
   • Clearly and concisely answer the prompt in 175 words or less.
   • Provide two supporting examples from the article.
   • Offer a recommendation to the North Carolina textile industry.
   • Have a clear opening, middle, and ending.

   The student teams should then create a response to the prompt. To ensure that all parties are contributing ideas and sharing the workload, have students alternate writing. The final response turned in from each student team should reflect the ideas, handwriting, and writing styles of the members involved. This activity will take between 35–40 minutes.

3. After the student responses are collected, explain to the class that Paul Messino has offered his opinion and that there are others that have differing opinions about free trade and North Carolina’s textile industry. Assign the “Dole Calls for Limits on Chinese Imports” reading and the Letter to the Editor assignment for homework. Students will imagine how United States Senator Elizabeth Dole, a textile worker, or a representative from the International Textile Group would respond to Paul Messino’s article, “Textile Blues: Tar Heels and Asian Tigers. ” From their chosen perspectives, students will write a letter to the editor in response to the Messino article.

   The letter to the editor:

   • Must be written from the perspective of the chosen role
   • Must address at least two points made by Messino
   • Should clearly convey whether the chosen perspective agrees or disagrees with Messino
   • Can include up to 200 words

   Encourage students to use additional sources to research their perspectives and allow students two days to complete the assignment. On the day the assignment is due, ask for volunteers to share their responses.

Assessment

Use the following answer key to assess the accuracy of student responses to the reading questions. The final response to the group writing prompt should reflect the ideas, handwriting, and writing styles of the members involved and be evaluated based on how well it meets the requirements set forth in class. The letter to the editor should also be evaluated based on how well it meets the given requirements as well as on the thoughtfulness, clarity, and completeness of its argument.