IV. Teaching Tips
A. We have found that students are very interested in the current politics of trade policy and
in identifying which groups are currently actively lobbying for changes in trade policy.
B. It is worthwhile to spend some time brainstorming with the class on possible reasons why
U.S. citizens’ support of international trade is relatively low compared to other countries (as
reflected in Table 1 on page 362). However, the Gallup poll results on page 364 suggest that,
C. Since much of this chapter is primarily descriptive/historical in nature, it can be assigned
to provide some institutional background to the course and can be left primarily for the students
to read on their own.
D. If you have a particular interest in this topic area and wish to devote class time to it, a
more thorough and rigorous focus on one or two current trade policy issues will help the material
E. Supplementing the material in the chapter with current material from sources such as The
Wall Street Journal, the New York Times, the Washington Post, and The Economist is also a
good way to emphasize the relevance of the policy issues discussed in earlier chapters as they
relate to the evolution of U.S. trade policy in recent years.
V. Answers to End-of-Chapter Questions and Problems
1. Legislation favored by a minority may in fact be enacted if the majority simply does not
actively participate in the voting process. This may occur because the costs of acquiring
information and voting are sufficiently great so that a large group of voters simply chooses not to