West Island School, History and Global Politics

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  • Home
    • FICTION FOR THE MYP
    • FICTION FOR THE IB
    • FICTION FOR IGCSE
    • IB History >
      • Paper 1 >
        • 1. Rwanda Causes
        • 2. Rwanda Course
        • 3. Rwanda Impact
        • 1.1. Causes of Kosovo Conflict
        • 2.2. Course of Kosovo Conflict
        • 3.3 Consequences of the Kosovo Conflict
      • Paper 2 >
        • P2 COLD WAR >
          • 1. Rivalry, Mistrust Accord >
            • Korea
            • The Thaw
            • End of the Cold War
          • 2. Cold War Leaders and Nations
          • 3. Cold War Crises
      • Paper 3
      • Paper 3 >
        • China 1949 - 2005 >
          • Consolidation of the Communist State
          • Transition to socialism
          • Social Devleopments
          • Cultural Revolution
          • Foreign Policy
          • Post Mao
          • China under Deng
          • Developments in China 1989 - 2005
      • Cold War Conflicts in Asia >
        • Cambodia
        • Malaya >
          • VIdeo resource
          • Causes and course of the Conflict
          • Results and comparison with other CW Crises
        • Afghanistan
      • History Extended Essay
    • IGCSE HISTORY (new course) >
      • The First World War >
        • World War One in film and documentaries
        • World War One books and additional reading
        • 1. Causes: The Alliance system
        • 2. Growth Tension, IGCSE
        • 3. Struggle Balkans, IGCSE
        • 4. Schlieffen Plan and Deadlock
        • 5. The War at Sea and Gallipoli
        • 6. The Defeat of Germany
      • Stalin's Russia >
        • Stalin at the library
        • Stalin at the movies
        • Background to Stalin
        • Leadership struggle
        • Collectivisation and 5YP
        • Purges
        • Life in the SU
        • Second World War and after
      • China IGCSE unit >
        • China Videos
        • China in Literature section
        • 1. China 1900 - 34
        • 2. China 1934 - 49
        • 3. China Under Mao 1949 - 63
        • 4. China 1965 - 76 Cultural Revolution
        • 5. China, 1976 - 89
      • USA: Divided Union 1945-74 >
        • Red Scare
        • Civil Rights in the 1950s
        • The impact of civil rights protests 1960-74
        • Protest Movements
        • Nixon & Watergate
    • IGCSE Extension Pages
    • IGCSE Revision Home >
      • 2017 IGCSE PAPER 1 STALIN
      • 2017 IGCSE PAPER 2 REVISION: WW1
      • 2017 IGCSE PAPER 2 REVISION: CHINA
      • 2017 IGCSE PAPER 1 REVISION - USA
    • MYP History >
      • Year 7 - Native Americans >
        • 1. Introduction to discoveries
        • 2. Who were the first Americans?
        • 3. Discovery and wonder
        • 4. Sioux investigation
        • 5. Sources and assessment
        • 6. The loss of Native American land
        • 7. Why go west?
        • 8. The Oregon Trail simulation
        • 9. Encounters
        • 10. Assessment 2 - Board game
      • Year 8 Systems of government Inquiry >
        • Unpacking the statement
        • Introduction to China
        • The research phase
        • PEAL
        • How do systems compare
        • Assessment
        • Reflection
      • Year 9 MYP History >
        • Vietnam homepage >
          • 1. Vietnam immersion
          • 2. Vietnam 1945 - 54
          • 3. The US invasion of Vietnam
          • 4. What was fighting like in Vietnam?
          • 5. The US soldier's experience
          • 6. Protests and legacy
          • Assessment
        • Year 9 Genocide and dehumanisation >
          • 1. History Heroes
          • 2. The Modest Hero
          • 3. Genocide overview
          • 4. Causes of the Holocaust
          • 5. How could this happen? >
            • Assessment mini essay
          • 6. What happened at Auschwitz?
          • 7. Assessment
          • 8. Genocide in History
  • IB Global Politics
    • Politics movies and documentaries
    • Politics Reading and articles
    • Introduction to Global Politics
    • The News
    • Unit 1: Power, Sovereignty & IR >
      • POWER REVISION SECTION
      • 1.1 Defining Power
      • 1.2 Theories of Power
      • 1.3 Types of Power
      • 1.4 Defining legitimacy
      • 2.1 Emergence of Nation States
      • 2.2 Applying Sovereignty
      • 2.3 Social Contract
      • 2.4 Nation States and Political Systems
      • 2.4b Political Systems and states
      • 3.1 Inter-governmental Organisations
      • 3.2 Role and Existence of NGOs
      • 3.3 Violent Protest Movements
      • 3.4 Social Movements
      • 3.5 Political Parties
      • 3.6 Informal Forums
      • 4.1 Global Governance
      • 4.2 Treaties and Collective Security
      • 4.3 Economic Cooperation
      • 4.5 Interstate and Intrastate War
      • 4.6 Terrorism
      • Theory reading
    • Unit 2: Human Rights >
      • Human Rights websites
      • 1. Defining Human Rights
      • 2. UN Declaration on Human Rights >
        • Developments in Human Rights
      • 3. Human Rights as a Western Construction
      • 4. Multi-lateralism and bi-lateralism
      • 5. Non-governmental
      • 5a Other Rights Conventions
      • 6a) Codification of HR Law
      • 6. The ICC >
        • ICC Sudan Genocide case
      • 7. Claims on Human Rights
      • 8. Violations of Human Rights
      • 9. Violations of Human Rights
      • 9a) Write for Rights
      • 10. Cultural Relativism
      • 11. Politicisation of Human Rights
    • Unit 3: Development >
      • 1.1 Defining Development
      • 1.2 Measuring Development
      • 2. Factors Affecting Development
      • Political Factors Affecting Development
      • 3.1 Models of development
      • 3.2 The Capability approach
      • 3.3 Approaches for Developing Economy
      • 3.4 Approaches for Developing Society
      • 4.1 Globalisation and development
      • 4.2 Sustainable Development
      • 4.3 Inequality and Development
      • Interesting video resources
    • Unit 4: Peace & Conflict >
      • 1. Contested meanings conflict >
        • Defining Peace
        • Conflict and Violence
        • Types of conflict
        • Balance of Power Theory
        • Justifications of violence
      • 2. Causes / Parties to conflict >
        • Causes of conflict
        • 2. Greed and grievance
        • 3. Parties to conflict
      • 3. Evolution of conflict >
        • Conflict dynamics and manifestations
        • Third party intervention
      • 4. Conflict resolution >
        • Peacekeeping and peacebuilding
      • Territorial Disputes
    • IA: Engagement Activity
    • HL: Case Study Presentations >
      • GloPol HL Research
      • HL Writing Presentation
      • HL Presenting
    • Global Politics Revision
    • External Assessment >
      • Essay Planning and Writing GP
  • Pre IB History and Global Politics
    • History pre IB
    • Global Politics pre IB

Migration: Push and Pull
'Migration can expose cultural diversity which, in turn, can create conflict'

0. Introduction to Westward Expansion

During the 19th Century thousands of settlers who had originally come to America from Europe and settled in the major East coast cities of New York and Boston began to move West. You will examine their motivations in deciding to embark on what were dangerous journeys into the unknown. Later in this section we will then begin to look at the consequences for the Sioux and other Native American tribes.
introduction_to_westward_expansion.pptx
File Size: 2609 kb
File Type: pptx
Download File


1. Why did 'white settlers' come into contact with the Sioux?

Your teacher will guide you through this interactive lesson
why_go_west_interview_sheet.docx
File Size: 11 kb
File Type: docx
Download File

why_go_west_interview_sheet.docx
File Size: 11 kb
File Type: docx
Download File

why_go_west.pptx
File Size: 3238 kb
File Type: pptx
Download File

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2.  What was the experience of journeying West?

We need to think about the experience of those who travelled West in order to help us to understand the attitude that they had to the Sioux and the land that they occupied. The following simulation will help you to have empathy with these early travellers.
A: PREPARING FOR THE JOURNEY
Dangers and Hazards
​

i) Add a subtitle 'Dangers and Hazards' on your Google Site under your work on 'Why go West?'
​ii) Watch the documentary (16:30) and bullet point all the dangers and hazards of joining a wagon train as you can.
iii) Appoint a team leader. The leader should follow this link, make a copy of the presentation and share it with their team.
- Complete slides 1 and 2 first - you should do this through discussion - one or two of you can be typists.
- Take one of the slides 3 - 8 as an individual - make sure you all have a different one! Now complete your chracter's back story as per slide prompts. This should be historically accurate.

iv) Extension: Play this game - try to think about what you should bring with you on this trip, add to slide 9.

What to take?
i) Discuss with your group - what items would you ideally take? You should think about what would have been around at the time and what you will need to overcome that dangers.
ii) Pick your ten items off the board and record them on slide 10.


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B: THE JOURNEY


​i) Appoint a record keeper who will use slide 11 to record progress.

ii) Each team member should make their own copy of the presentation - complete the last reflection slide, make any presentation changes that you would like to and then insert into your Google Site.

iii) You can review your journey by downloading the file below
after the game has finished.
journey_cards.doc
File Size: 25 kb
File Type: doc
Download File

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3. Assessment

The homework for the next week is to make a creative learning experience that teaches other students about the journey West - one example would be the game we played in class.
You can:
  • Work individually or as part of a group.
  • Groups are a maximum of three people (you must be able to work with them outside class)
  • Make a board game
  • An alternative idea: in the past we have had - comic strips, minecraft models of the trail with a descriptive voice over, historical fiction, card game etc
Requirement:
  • Your outcome will be peer assessed in a ‘gaming day’.
  • It will be judged on how engaging it is, but mainly on how effective it is at teaching people:
i) The reasons why people travelled West
ii) The dangers and hazards they faced
iii) The ways in which problems were solved (e.g. items taken with them etc)
iv) Historical realism - dangers such as alien attacks and ebola outbreaks will mean your game is not accurate and will therefore score very poorly.

CLICK HERE to sign up and see rubric
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