Activity 01
Jigsaw: Legal Definitions
Divide class into expert groups on refugee, asylum seeker, and economic migrant; each researches one definition using provided sources. Regroup into mixed teams to teach peers and create comparison posters. Conclude with a class vote on trickiest distinctions.
Differentiate between a refugee, an asylum seeker, and an economic migrant under international law.
Facilitation TipDuring Jigsaw Expert Groups, assign each home group a specific legal criterion so students master one concept before teaching others.
What to look forPose the question: 'Imagine you are advising a government on how to distinguish between an asylum seeker and an economic migrant. What three key pieces of information would you ask for, and why?' Facilitate a class discussion where students share their reasoning and justify their choices.
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Activity 02
Stations Rotation: Refugee Challenges
Set up stations for camps (overcrowding models), host countries (integration case studies), legal rights (Convention extracts), and responses (UN timelines). Groups rotate, noting evidence every 10 minutes, then share key findings in a whole-class discussion.
Analyze the primary challenges faced by refugees in displacement camps and host countries.
Facilitation TipAt each Station Rotation station, place a data sheet and a blank challenge card so students document both facts and personal responses.
What to look forProvide students with short case studies of individuals. Ask them to write down whether each person is most likely a refugee, asylum seeker, or economic migrant, and to provide one sentence of justification based on the definitions learned.
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Activity 03
Debate Pairs: Agreement Effectiveness
Pairs prepare arguments for and against international agreements like the Global Compact, using data cards on successes and failures. Switch sides midway for perspective-taking, then vote in whole class with justification.
Evaluate the effectiveness of international agreements in protecting the rights of refugees.
Facilitation TipBefore the Debate Pairs, provide a sentence starter bank to keep arguments grounded in the 1951 Convention and current examples.
What to look forStudents work in pairs to create a Venn diagram comparing refugees and economic migrants. After completing their diagram, they swap with another pair. Each pair then writes one question for the creators about a specific part of their Venn diagram, focusing on accuracy of definitions and examples.
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Activity 04
Refugee Journey Mapping: Whole Class
Project a world map; students add sticky notes on migration routes, push factors, and host destinations from case studies. Discuss patterns and evaluate support systems as a class.
Differentiate between a refugee, an asylum seeker, and an economic migrant under international law.
What to look forPose the question: 'Imagine you are advising a government on how to distinguish between an asylum seeker and an economic migrant. What three key pieces of information would you ask for, and why?' Facilitate a class discussion where students share their reasoning and justify their choices.
ApplyAnalyzeEvaluateSocial AwarenessSelf-Awareness
Generate Complete Lesson→A few notes on teaching this unit
Start with a simple sorting task so students immediately confront the refugee vs economic migrant divide. Use role-play to humanise legal processes, as research shows empathy deepens conceptual understanding of rights. Avoid starting with historical timelines, which can obscure the immediacy of today’s crises.
Successful learning looks like students using precise legal language to sort case studies and defend positions in role-plays. Evidence-based maps and Venn diagrams show they can apply definitions to real crises and recognise nuanced challenges faced by displaced people.
Watch Out for These Misconceptions
During Jigsaw Expert Groups, watch for students assuming all people leaving their country are refugees.
Direct groups back to the 1951 Convention criteria on the expert sheet. Have them sort example cards into three columns: refugee, asylum seeker, economic migrant, explaining each placement in their final presentation.
During Station Rotation, watch for students saying asylum seekers enter countries illegally.
At the legal rights station, ask pairs to locate Article 14 of the Universal Declaration of Human Rights and craft a two-sentence argument using the mock asylum claim form provided.
During Refugee Journey Mapping, watch for students believing displacement camps provide full safety and services.
Provide a UNHCR data poster at the station. Require groups to annotate their maps with three specific shortages and one service available, then present these findings to the class.
Methods used in this brief