'Refugee Kids: One Small School Takes On the World' is a short documentary about students at a special summer program in New York City. This program was created by the International Rescue Committee for kids who had to leave their homes because of dangerous conflicts. The film shares the personal and touching stories of these students as they escape war and find new homes in America. It follows their adventures, challenges, and successes during one important summer.

Peace justice

Peace, Justice and strong institutions

Global Partnerships

Partnerships for the goals

Explain the roots of terrorism: religious conflict (e.g., Northern Ireland, Chechnya, Southwestern Philippines, southern Thailand, Kashmir)

SOC.9-12.2.9.PO 2.b

Understand the effect of a significant migration of people from one region to another; identify significant large migrations in history (e.g., crossing of the land bridge from Asia to North America; major immigration and refugee movements).

SOC.11.16.11.115

Understand the physical and human factors that have led to famines and large-scale refugee movements.

SOC.9-12.3.3.f

SOC.8.B.PI.7

humanitarian efforts to slow the spread of the Acquired Immunodeficiency Syndrome (AIDS), lower rates of disease and childhood mortality, provide solutions to recurring refugee crises, increase the availability of education for girls and women, and develop local rural economies

SOC.9-12.WHII.T6.5.b

Explain the difference between an immigrant and a refugee; describe various immigrant, migrant and refugee groups, including Hmong, Somali and Latinos who have come to the United States; analyze their contributions to United States society.

SOC.9-12.9.4.4.23.3

International peace efforts Displaced persons: refugee efforts

SOC.9-12.6.II.A.3

The Eastern Hemisphere can be divided into regions. Regions are areas that share common identifiable characteristics, such as physical, political, economic, or cultural features. Regions within the Eastern Hemisphere include: Southeast Asia (Vietnam, Cambodia, Laos, Thailand, Myanmar [Burma], Malaysia, Singapore, Indonesia, Brunei, Philippines)

SOC.6.1b.6

Students will examine the role of New Yorkers in World War II, focusing on local institutions, such as the Fort Ontario Refugee Center or the Brooklyn Navy Yard.

SOC.8.6b.5

Human migrations impact physical and human systems (e.g., stress on food supplies in refugee camps, removal of natural obstacles to movement, harvest productivity and migrant labor, calls for an official language in countries with high immigration, reduction in city tax revenues due to urban emigration).

SOC.9-12.WG.MV.9

Analyze the impact of geography on population location, growth, and change, applying geographic concepts of population density, the availability of resources, settlement patterns, and migrational push and pull factors including the twentieth century Asian and Caribbean refugee migration to North America or the pattern of Hispanic workers migrating to the United States.

SOC.6.4.5

Evaluate the impact of human migration on patterns of spatial variations (e.g., settlement patterns during the Industrial Revolution, refugee movements).

SOC.9.3.7.1

Evaluate the impact of human migration on physical and human systems including changes in population density, the use of resources, and the provision of services (e.g., the environmental costs of refugee settlement camps in Africa).

SOC.9-12.WG-3.4

Evaluate the impact of human migration on patterns of spatial variation (e.g. settlement patterns during the Industrial Revolution, refugee movements);

SOC.9-12.6.8.aaa

SOC.9-12.WG.4.J 1.b.4

SOC.9-12.WG.4.J 1.b.6

Major regions and countries: Southeast Asia Thailand

SOC.5-8.WG.11a.1.b.3

Major regions and countries: Southeast Asia Myanmar (Burma)

SOC.5-8.WG.11a.1.b.5

Evidence of cultural interaction Refugee crises around the world due to conflict or oppression

SOC.5-8.WG.15b.1.c

identify global demographic disparities that are of concern to people living in Canada, and assess the roles of individuals, organizations, and governments in Canada in addressing them (e.g., role of individuals in contributing to charities that provide relief and support to developing countries or in volunteering to assist with aid programs; role of non-governmental organizations in providing relief and supporting development in developing countries; role of federal government in setting immigration and refugee policies and practices, providing aid to developing countries, and contributing to work of UN agencies such as the World Food Programme and UNESCO) Sample questions: “How has Canada’s spending on foreign aid changed over the past two decades?” “Why should disparities in health care be of concern to everyone? What role does the World Health Organization (WHO) play in monitoring the spread of disease? What other types of aid are associated with health care?” “What role does the Canadian military play in building international relationships?” “How is Canada involved with the work of the World Bank and the International Monetary Fund?”

D1.2 Population Issues

analyse social, political, and economic impacts of Canada’s immigration and refugee policies

D2.3 Immigration and Cultural Diversity

describe some key developments in immigration and in refugee and immigration policy in Canada during this period, and explain their significance for heritage and identities in Canada (e.g., with reference to the points system; origins and numbers of immigrants and refugees, including displaced persons after World War II; the domestic workers scheme; the growth of ethnic neighbourhoods in Canada’s largest cities; the development of various cultural festivals)

D3.5 Identity, Citizenship, and Heritage

analyse the role of community support groups and organizations, both in the home country and in Canada, in some people’s decisions to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference to missionaries, church/religious refugee-sponsorship programs, charities assisting in family reunification)

C3.1 Supports and Incentives

analyse some challenges that Canadian immigration policies have presented to some ethnic groups, with a particular focus, where applicable, on the selected ethnic group (e.g., with reference to quota systems; points systems; the Chinese Head Tax; the Chinese Immigration Act of 1923; the continuous journey regulation of 1908; changes to the Immigration Act in 1910, 1919, 1952, or 1976; the Immigration and Refugee Protection Act of 2002; attitudes towards passengers on the Komagata Maru or SS St Louis; changing refugee policies; the Domestic Workers Scheme; the Canada-U.S. Safe Third Country Agreement)

D2.1 Facing Challenges in Canada

analyse ways in which Canadian public policy and/or institutions reflect a recognition of challenges that have faced ethnic communities in Canada (e.g., with reference to the establishment of human rights legislation and commissions, apologies and compensation for the treatment of Chinese and Japanese Canadians, provisions in the Canadian Charter of Rights, anti–hate speech legislation, changes to immigration and/or refugee policy, Afrocentric schools)

D2.3 Facing Challenges in Canada

analyse how immigration changed Canadian society and contributed to the development of identity in Canada during this period (e.g., with reference to Loyalists, refugee slaves, Irish Catholics and Protestants, English, Scots; the impact of immigration on First Nations and Métis populations)

C3.2 Diversity and Citizenship

explain from a legal perspective (e.g., with reference to Charter sections 1 and 33) why it may or may not be justifiable to limit individual or collective rights and freedoms in some situations (e.g., in R. v. Keegstra, 1990; R. v. Oakes, 1986; Ford v. Quebec [Attorney General], 1988; refugee claims; border security checks)

C3.3 Protection of Human Rights and Freedoms

describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers (e.g., the need to learn a new language, different social role expectations, lack of recognition for international qualifications, religious stereotypes, ghettoization, family reunification, the time taken to settle refugee claims, prejudice and discrimination, racism, racial profiling, poverty)

Grade 11 Ethnocultural Diversity in Canada C1.1

demonstrate an understanding of the dynamics of power relations within specific cultural groups (e.g., with reference to: the caste system in India; shadism in various societies; race relations in Mexico or Zimbabwe; the role of elders in China or among First Nation peoples; gender roles in Iran or Japan; the status of katoey in Thailand, hijra in India, two-spirited people in Aboriginal cultures, fafafini in Samoa)