Refugees and Asylum Seekers in Canada

Active learning lets students step into the roles of refugees, policymakers, and advocates, building empathy and understanding that facts alone cannot achieve. When students research real journeys, role-play hearings, and debate policies, they move beyond abstract definitions to see human impact and legal complexity in concrete ways.

• Grade 6
• Social Studies
• 4 activities
• 35 min–50 min

Learning Objectives

1. Compare the legal definitions of immigrant and refugee based on the Immigration and Refugee Protection Act.
2. Analyze the criteria Canada uses to assess claims for refugee status, referencing the Geneva Convention.
3. Evaluate Canada's ethical obligations to individuals seeking asylum using principles of human rights and international law.
4. Explain the role of the United Nations High Commissioner for Refugees (UNHCR) in global refugee protection.
5. Justify the importance of due process in refugee determination hearings.

Jigsaw

⏱ 50 min·Small Groups

Jigsaw: Refugee Journeys

Divide class into expert groups, each researching a different refugee crisis (e.g., Syrian, Ukrainian, Rohingya). Groups create visual timelines of events leading to flight and Canada's response. Experts then teach their peers in mixed home groups, followed by a class gallery walk.

Prepare & details

Differentiate between the legal definitions of an immigrant and a refugee.

Facilitation Tip: During the Jigsaw Research activity, assign each group one refugee profile to ensure all students engage with real stories before comparing categories.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Simulation Game

⏱ 45 min·Small Groups

Simulation Game: Asylum Hearing

Assign roles: claimant, immigration officer, lawyer, interpreter. Provide case files with evidence. Students conduct mock hearings, deliberate on status approval, then debrief on real criteria and ethical factors.

Prepare & details

Analyze the criteria Canada uses to determine refugee status.

Facilitation Tip: In the Asylum Hearing simulation, ask observers to note which criteria (persecution grounds, evidence quality) sway their group’s decision, then share findings in a debrief.

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

Case Study Analysis

⏱ 40 min·Pairs

Debate Circles: Refugee Policies

Pose statements like 'Canada should prioritize private sponsorships.' Students prepare pro/con arguments in pairs, then debate in rotating circles. Vote and reflect on how evidence sways opinions.

Prepare & details

Justify Canada's ethical responsibilities to individuals seeking safety.

Facilitation Tip: For Debate Circles, provide a clear resolution and time each speaker strictly to keep discussions focused on policy arguments rather than personal opinions.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 35 min·Pairs

Mapping Activity: Global to Canada

Students plot refugee source countries on world maps, trace migration routes, and mark Canadian entry points. Add data on acceptance rates and discuss patterns.

Prepare & details

Differentiate between the legal definitions of an immigrant and a refugee.

Facilitation Tip: Use the Mapping Activity to have students trace global hotspots to Canada’s resettlement regions, reinforcing geography and policy links with visual evidence.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Teaching This Topic

Approach this topic with structured empathy, balancing emotional engagement with legal rigor. Avoid oversimplifying refugee experiences by always grounding discussions in Canada’s legal framework and real case profiles. Research shows that role-play and structured debate help students confront biases while developing critical thinking about humanitarian responsibilities.

What to Expect

By the end of these activities, students will confidently explain the differences between refugees and immigrants, articulate Canada’s refugee determination process, and evaluate policy choices with evidence. Success looks like students using legal criteria to justify decisions in simulations and debates, not just repeating information.

Watch Out for These Misconceptions

Common Misconception

During the Jigsaw Research activity, watch for students assuming all newcomers are refugees based on origin stories alone.

What to Teach Instead

Have groups sort profiles into immigrant or refugee categories using the Immigration and Refugee Protection Act criteria, then discuss why some cases (like economic migrants) do not qualify as refugees.

Common Misconception

During the Asylum Hearing simulation, watch for students assuming refugee claims are approved automatically if the person is in danger.

What to Teach Instead

During the debrief, ask students to compare their group’s decisions with Canada’s actual approval rates and discuss how credibility and evidence gaps affect outcomes.

Common Misconception

During the Mapping Activity, watch for students equating poverty with refugee status.

What to Teach Instead

Provide case studies where people flee economic hardship but lack persecution grounds, then have groups explain why these cases do not meet refugee criteria under international law.

Assessment Ideas

Discussion Prompt

After the Debate Circles activity, facilitate a class debrief where students must defend their policy stance using evidence from the simulation or research, demonstrating understanding of both legal and ethical considerations.

Quick Check

During the Asylum Hearing simulation, circulate with a checklist to assess whether students apply the five persecution grounds correctly when evaluating claims, noting any misapplications for targeted feedback.

Exit Ticket

After the Mapping Activity, collect exit tickets where students define 'refugee' in their own words and cite two real-world examples of persecution grounds, using vocabulary from the lesson.

Extensions & Scaffolding

• Challenge students to research and present on a Canadian refugee resettlement program, highlighting how local communities support newcomers.
• For students struggling with legal criteria, provide a graphic organizer with the five persecution grounds (race, religion, etc.) and examples to categorize during the Jigsaw activity.
• Deeper exploration: Invite a guest speaker from a refugee-serving organization to discuss post-arrival challenges, then have students write a reflective response comparing their simulation experiences to real-life supports.

Key Vocabulary

Refugee	A person who has fled their country due to a well-founded fear of persecution based on race, religion, nationality, political opinion, or membership in a particular social group, and cannot return home.
Asylum Seeker	A person who has applied for protection as a refugee and is awaiting a decision on their claim. They are seeking safety in a country other than their own.
Persecution	Serious harm or threats of harm that are systematic, severe, and often carried out by the state or actors the state cannot or will not control.
Immigration and Refugee Protection Act (IRPA)	The Canadian federal law that governs immigration and refugee protection in Canada, outlining the rights and responsibilities of individuals and the government.
Geneva Convention	An international treaty that defines who is a refugee and outlines the rights of refugees and the obligations of signatory countries, including Canada.