Students may select any perspective and more than one of the perspectives below to debate the merits of the free trade agreements. -American Government Perspective: Office of the United States Trade Representative (USTR), The Case for the U.S. – Colombia Free Trade Agreement (.pdf)Preview the document and U.S. – Colombia Trade Promotion Agreement (.pdf)Preview the document -American Think Tank Perspective: Robert B. Cassidy, False Expectations of Trade Agreements Lessons for Change (.pdf)Preview the document Economic Policy Institute. Participate in the Free Trade Debate exercise.

Students may select any perspective and more than one of the perspectives below to debate the merits of the free trade agreements. -American Government Perspective: Office of the United States Trade Representative (USTR), The Case for the U.S. – Colombia Free Trade Agreement (.pdf)Preview the document and U.S. – Colombia Trade Promotion Agreement (.pdf)Preview the document -American Think Tank Perspective: Robert B. Cassidy, False Expectations of Trade Agreements Lessons for Change (.pdf)Preview the document Economic Policy Institute. Participate in the Free Trade Debate exercise. Each student should respond to at least three questions (minimum of 250 words per question) by the end of Module 12. What are the main elements (at least three) of your character’s message or point of view regarding the trade treaty? What are the most convincing things (examples, facts, opinions, statistics) your character could say to make his/her case? Identify three things that RECALCA would say to the Colombian Ministry of Commerce. How would the Ministry of Commerce respond to RECALCA? Identify three things Cassidy would say to the USTR. How would the USTR respond to Cassidy? Based on what you learned in this course, what advice would you give to the governments of Colombia and the United States regarding the TPA? Which lessons about trade policy can you draw from this debate?