Indiana Social Studies GE.8.2

Social StudiesGrades 9–12Trade

The Standard

Compare and contrast the arguments for and against free trade.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What Students Need to Do: Students explain why some people favor trade without tariffs and why others want limits on imports. They compare effects on prices, jobs, and businesses.
What Mastery Looks Like: Given a tariff on imported shoes, students can explain why shoppers may pay more and local shoe makers may face less competition. They can argue for or against the tariff and name who benefits and who bears the cost.
Common Misconceptions: Students may assume free trade helps everyone because prices fall, or hurts everyone because some jobs move. They may think the exporting country pays a tariff, rather than importers who may pass the cost on to shoppers.
How to Assess It: Exit ticket: Imported shoes cost $40, local shoes cost $55, and the government proposes a $15 tariff. Give one argument for it and one against it. Name who might gain and who might lose.

Lesson moves

Give pairs price cards for imported and local shoes; add a $15 tariff token and compare what shoppers would pay.
Ask: Should a town support cheaper imported shoes if its shoe factory may cut jobs? Write one argument for each side.
Put cheaper groceries, factory layoffs, more export sales, and new firms struggle on cards; pairs sort the claims and explain their choices.
Read country-of-origin tags on two shirts, then write how a clothing tariff could affect a shopper and a local garment worker.

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