Migration & Refugees

Active learning helps students confront the human realities behind migration by placing them in the shoes of displaced people, policy makers, or advocates. By engaging with simulations, case studies, and debates, students move beyond abstract definitions to understand the emotional, ethical, and practical dimensions of refugee experiences and responses.

• Grade 12
• Canadian & World Studies
• 3 activities
• 25 min–90 min

Learning Objectives

1. Analyze the primary push and pull factors contributing to forced migration and global displacement.
2. Evaluate the ethical considerations and practical challenges of international humanitarian responses to refugee crises.
3. Compare and contrast Canada's current refugee policies and resettlement programs with those of at least two other developed nations.
4. Synthesize information to propose potential improvements to international refugee protection frameworks.
5. Explain the role of international organizations, such as the UNHCR, in addressing global displacement.

Simulation Game

⏱ 90 min·Individual

Simulation Game: The Refugee Journey

Students are given a profile of a person fleeing a conflict. They must make a series of choices (e.g., which route to take, who to trust, what to bring) and navigate a simulated border crossing and asylum application process.

Prepare & details

Analyze the main causes of forced migration and global displacement.

Facilitation Tip: During the Refugee Journey simulation, emphasize the role of luck and external barriers by assigning random events like sudden border closures or language barriers as students move through stations.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Inquiry Circle

⏱ 50 min·Small Groups

Inquiry Circle: Canada's Private Sponsorship Model

Small groups research Canada's unique system where private citizens can sponsor refugees. They interview a local sponsorship group (or read case studies) and present a report on the benefits and challenges of this model.

Prepare & details

Evaluate how the international community should respond to refugee crises.

Facilitation Tip: In the Canada's Private Sponsorship Model investigation, have students compare their findings to a real-world example, such as a specific refugee family's journey, to ground their analysis in lived experience.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: Refugee vs. Economic Migrant

Students read the legal definitions of 'refugee' and 'migrant.' They discuss with a partner whether these categories are still useful in a world where climate change and economic collapse are increasingly driving people from their homes.

Prepare & details

Compare Canada's refugee policy with those of other developed nations.

Facilitation Tip: For the Think-Pair-Share on Refugee vs. Economic Migrant, provide a set of ambiguous scenarios where students must justify their classifications using the legal and economic criteria discussed in class.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Start with concrete examples before introducing legal frameworks, as students need to see the human stakes to fully grasp abstract definitions. Avoid overwhelming them with jargon; instead, use relatable stories and local connections to make global issues tangible. Research shows that role-play and case-based learning build empathy and retention more effectively than lectures alone.

What to Expect

Students will demonstrate empathy and critical analysis by accurately applying definitions of refugee, IDP, and economic migrant to real-world scenarios. They will also evaluate the trade-offs in humanitarian policies using evidence from simulations, case studies, and economic data.

Watch Out for These Misconceptions

Common Misconception

During the Refugee Journey simulation, watch for students assuming refugees always seek wealthy Western countries as their final destination.

What to Teach Instead

Use the Global Refugee Map during the debrief to highlight that most refugees remain in nearby developing countries, and ask students to compare their simulation routes to this reality.

Common Misconception

During the Canada's Private Sponsorship Model investigation, watch for students generalizing that refugees are a net economic burden.

What to Teach Instead

Have students analyze Economic Impact Studies during the investigation, then ask them to revise their initial assumptions based on the data.

Assessment Ideas

Discussion Prompt

After the Refugee Journey simulation, facilitate a debate using the prompt: 'Should developed nations prioritize accepting refugees based on need or based on their capacity to integrate them economically and socially?' Use students' simulation experiences as evidence in their arguments.

Quick Check

During the Think-Pair-Share on Refugee vs. Economic Migrant, present three brief scenarios and ask students to classify each individual, then explain their reasoning based on the definitions discussed.

Exit Ticket

After the Canada's Private Sponsorship Model investigation, have students write on an index card one significant challenge faced by refugees integrating into a new society and one specific policy measure Canada could implement to better support integration.

Extensions & Scaffolding

• Challenge: Ask students to research a current refugee crisis and propose a policy response that balances humanitarian need with practical constraints, then present their findings to the class.
• Scaffolding: Provide sentence stems for the Think-Pair-Share activity, such as 'This person is a/an ____ because ____ and ____ supports this classification.'
• Deeper exploration: Have students interview a local refugee support worker or watch a documentary clip, then write a reflection connecting the interview to the simulation or case study.

Key Vocabulary

Forced Migration	The movement of people who are compelled to leave their homes or regions in which they live, due to factors such as natural disaster, war, or persecution.
Refugee	A person who has been forced to leave their country or home, especially because of war or political reasons or because they fear persecution.
Internally Displaced Person (IDP)	Someone who is forced to flee their home but remains within their country's borders, often due to conflict or disaster.
Asylum Seeker	A person who has left their country of origin and is seeking protection in another country, but whose claim to refugee status has not yet been determined.
1951 Refugee Convention	A key international treaty that defines who is a refugee, outlines their rights, and sets legal obligations for the contracting states to protect them.