Refugees and Asylum Seekers

Overview

This 40-minute lesson for first-year students explores the complex issues surrounding refugees and asylum seekers within the broader unit Migration Patterns Explored. Students will develop empathy and a deeper understanding of global refugee crises through collaborative research and presentations. The lesson aligns with the Irish Geography Curriculum (Junior Cycle) focusing on human geography, migration, and global citizenship.

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Curriculum Links

• Junior Cycle Geography Specification (NCCA, Ireland)
  • Strand: People and Place - Patterns and processes of migration.
  • Learning Outcome 2: Understand different types of migration and reasons why people move.
  • Learning Outcome 6: Investigate human experiences of migration including challenges faced by migrants and refugees.
• Key Skills Addressed
  • Being Creative
  • Managing Information and Thinking
  • Working with Others
  • Communicating

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define who refugees and asylum seekers are and distinguish between the two.
2. Identify at least two current global refugee crises and their underlying causes.
3. Demonstrate empathy through role-play and presentations.
4. Collaborate in small groups to research and share findings effectively.

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Success Criteria

• Students accurately explain the terms refugee and asylum seeker.
• Students can identify specific countries affected by refugee crises and the reasons behind them.
• Students communicate key facts and human stories clearly during their presentations.
• Students listen respectfully and ask thoughtful questions during peer presentations.

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Materials Needed

• Whiteboard / Interactive Board
• Projector or Screen
• Printed fact sheets on different refugee crises (e.g., Syria, South Sudan, Myanmar, Venezuela)
• Large paper or A3 sheets for group notes and presentation prompts
• Markers / Pens
• Timer or stopwatch

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Lesson Structure

1. Starter Activity (5 mins)

Objective: Activate prior knowledge; introduce terminology.

• Write these terms on the board: Refugee, Asylum Seeker, Migrant.
• Engage students in a brief think-pair-share: “What do these words mean? How do they differ?”
• Clarify definitions with simple examples, ensuring clarity. Use Ireland-related context to connect (e.g., mention Ireland’s experience with asylum).

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2. Mini-lesson: Background and Context (7 mins)

Objective: Introduce current refugee crises and reasons for displacement.

• Deliver a concise presentation with maps to highlight three refugee crises worldwide (select crises appropriate for student understanding, e.g., Syria conflict, Rohingya crisis in Myanmar, Venezuelan displacement).
• Discuss push-pull factors prompting forced migration such as war, persecution, natural disasters.
• Emphasise human stories and resilience rather than statistics alone.

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3. Group Research and Preparation (15 mins)

Objective: Develop research and cooperative learning skills.

• Divide class into 5 groups (6 students per group). Assign each group a specific refugee crisis using prepared fact sheets containing essential information:
  • Location and brief history
  • Causes of displacement
  • Conditions faced by refugees/asylum seekers
  • Ireland or international response
• Each group extracts key points and prepares a short 2-minute presentation using A3 paper to organise their info (bullet points, drawings, or diagrams encouraged).
• Circulate to support with research questions, encourage empathy by asking “What challenges might these people face?”

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4. Group Presentations (10 mins)

Objective: Develop communication and listening skills.

• Groups present their findings in turn (2 mins each).
• Encourage attentive listening – after each presentation, allow 1 or 2 quick questions from peers to deepen understanding.
• Reinforce respectful feedback and curiosity about others’ work.

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5. Reflective Closure (3 mins)

Objective: Consolidate learning and emotional impact.

• On the board, create a quick “What I learned today” mind map with student contributions focused on key insights and feelings evoked.
• Prompt reflection with questions such as:
  • “How would it feel to leave your home suddenly?”
  • “Why is it important to help refugees?”
• Encourage students to jot down one thing they commit to remembering or doing related to refugees.

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Extension / Differentiation Ideas

• Digital Option: Use tablets to allow groups to explore short video testimonies from refugees (age-appropriate).
• Visual Learners: Incorporate illustrated storyboards or comics for presentations.
• Support: Provide sentence starters or vocabulary lists for EAL (English as an Additional Language) students.
• Challenge: Encourage groups to explore Ireland’s historical migration patterns and its role in accepting asylum seekers.

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Assessment

Formative assessment through observation during group work and presentations, checking for:

• Accurate use of terminology and concepts
• Collaborative effort and engagement
• Quality and empathy in communication

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Teacher Reflection Questions

• Did the students demonstrate empathy and understanding toward refugees?
• Were the group presentations effective in communicating key facts?
• How can I further support learners who struggled with distinguishing between refugees and migrants?
• What resources or activities could enhance student connection to local refugee stories?

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Note to Teacher:
To ‘wow’ your students, set the room with a calm space and play soft world music or international songs linked to the countries discussed. This sensory dimension adds depth to the theme of displacement and connection beyond borders. Consider a follow-up activity where students write a letter of hope or support imagining themselves as refugees to strengthen emotional literacy.