Canadian & World Studies · Grade 12

Active learning ideas

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.

• Ontario Curriculum Expectations
• ON: Interactions and Interdependence - Grade 12
• ON: Global Issues and Challenges - Grade 12

• 25–90 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

Facilitate a class debate using the prompt: 'Should developed nations prioritize accepting refugees based on need or based on their capacity to integrate them economically and socially?' Students should use evidence from case studies and policy comparisons to support their arguments.

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

Activity 02

• 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.

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.

What to look for

Present students with three brief scenarios describing individuals seeking to leave their home countries. Ask them to identify whether each individual would likely be classified as a refugee, an IDP, or an economic migrant, and to briefly explain their reasoning based on the definitions discussed.

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

Activity 03

• 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.

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.

What to look for

On an index card, have students write one significant challenge faced by refugees attempting to integrate into a new society and one specific policy measure Canada could implement to better support refugee integration.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

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

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share