This video features individuals from 35 countries thanking and paying tribute to frontline workers in a number of different languages.

"The Global Play Brigade (GPB) has emerged in response to the global pandemic that is affecting all of humanity. We are artists/performers/therapists/educators who come out of the growing social movement of performance activism. We believe that integrating and utilizing play, impro, clown, theater and therapeutics into everyday life is a vital methodology for creating hope, possibility, emotional well-being and development. This current human crisis is unleashing a surge of human creativity and connection that has always been there but was hidden or suppressed—and now, out of necessity, it’s seeing the light of day in beautiful expressions across the globe."

This news segments demonstrate how refugees use social media to make their journey into Europe. Many will use apps like Facebook and WhatsApp to communicate with friends and family members and help them prepare by letting them know what they should bring and which smugglers and border crossings are safe and reliable. However, some smugglers are also using social media to deceive refugees and get them to pay thousands of dollars for perilous journeys. 

This video presents the 10 countries with the most foreign-born immigrants: 1. United States, 2. Russia, 3. Germany, 4. Saudi Arabia, 5. United Arab Emirates, 6. United Kingdom, 7. France, 8. Canada, 9. Australia, 10. Spain

*Note: The video lists Puerto Rico as one of the areas where the United States receives the highest number of immigrants. However, Puerto Rico is a U.S. territory, and people from Puerto Rico are U.S. citizens.

*WARNING: This video contains a graphic, upsetting image.

A Syrian boy washed up on the beach in Turkey after his boat sank became the symbol for the refugee in crisis in Europe in 2015. This video describes the plight that refugees face as they make the dangerous journey to Germany, Sweden, and other countries in Europe that have accepted large numbers of displaced people. 

This video describes immigration trends in Germany in 2012-2013. In those years, Germany had the second highest rate of immigration (after the United States). Many immigrants come from countries in southern Europe, such as Italy or Greece, to escape high rates of youth unemployment. 

In this video, thousands of refugees are greeted as they enter Germany and Austria by train. However, it also highlights how many refugees don't ever make it to Northern/Western Europe, as many of them end up in Hungarian "alien holding centers" and sent back over the border into Serbia.

This video demonstrates the chaos that meets refugees who enter Hungary. The refugees depicted in this video are forced to spend the night at Keleti station in Budapest. Some Hungarian citizens are hostile towards them while others attempt to help by providing food and entertainment for children.  

David Miliband, former British foreign secretary and current president and chief executive officer of the International Rescue Committee, offers strategies for how to solve the refugee crisis. Those strategies include allowing refugees to work, educating child refugees, and supporting the countries that host refugees. Miliband describes the refugee crisis as global, which means it requires a "global solution."

This video describes the rise of right wing political parties in Europe as a result of the turmoil associated with the current refugee crisis. These political leaders play off the fear that European culture will be erased as more people enter the continent. The video points to examples, such as in Sweden, where violence has escalated because of tensions between refugees/migrants and individuals originally from Sweden. 

It's important to note that CBN (the Christian Broadcasting Network) is a far right-leaning news network that presents stories from a conservative perspective. Most of the people interviewed express anti-immigration and anti-multiculturalism viewpoints. 

Gavin Lee interviews a refugee from Syria who describes how he's using his cell phone to reach Germany. Lee notes that—in addition to food and water—refugees are often provided with places to charge their phones. Mobile devices have become an essential item for refugees and migrants because they enable them to communicate with the people assisting them on their journey and provide them with alternative routes. 

This video criticizes the world response to the current refugee crisis, especially from richer, more developed countries that have resisted taking in refugees from Syria and several other countries in the midst of war and political unrest. 

This video explains the difference between migrants and refugees. It also highlights that the majority of people seeking entry into Europe are refugees and not migrants. 

This video, from TED-Ed, explain the term refugee—particularly in relation to the word migrant—and describe the difficult journey that refugees experience as they flee their home countries. 

In this segment of Inside Story, Mike Hanna discusses the difference between the terms "migrant" and "refugee" with Gauri Van Gulik, deputy director for Amnesty International in Europe and Central Asia; Adrian Berry, chair of the Immigration Practitioners' Association; and Francois Gemenne, research fellow from the Centre for Ethnic and Migration Studies. Refugees are people who have fled persecution in their home countries, while migrants are people who seek better opportunities. Refugees have the right to seek asylum, and they cannot be deported to their home countries. Van Gulik, Berry, and Gemenne believe that European government officials will often use the word "migrant" to describe people fleeing their home countries to release themselves from the responsibility of helping them. 

In Week 14, students watch several videos about technology trends and cloning and answer discuss questions about those videos. 

Week 12 focuses on building/designing healthy, more environmentally friendly cities. Additionally, students discuss mobility, particularly in terms of automobile transportation. They discuss how the automobile reflects cultural values and how those values—and in turn the automobile—have changed over time.

Students review the top 5 global challenges: climate change, poverty, secured food and water, education, and violence (war and terrorism). They also discuss principles surrounding sustainable development and how technology can follow these principles. 

This week, students discussed the grand challenges facing two particular cultures: Kenya and Peru. Students considered how they might go about addressing those challenges, but they also reflected on the "American perspective" of solving problems and how that perspective does not work everywhere.

Students also discussed human trafficking, a crisis that affects the entire globe. They discuss how technology like social media, databases, and apps can mitigate the problem. 

In Week 8, students talk more about culture in relation to clothing, tattoos, piercings, and facial hair. They also discuss cyber warfare and terrorism, which has become a global challenge. They discuss the differences between cyber warfare and terrorism (notedly, they focus on how terrorism is a relative term) and are presented with examples of cyber warfare in different countries across the world.

Week 7 focuses on how social media has affected culture and society in a variety of ways, including mental health, information access, and multi-national projects. The class also discusses the role of cell phones and social media for refugees and migrants. 

Week 6 asks students to define American culture based on their own and other's perspectives. They examine American culture based on history, gender roles, music, freedom, spirituality/religion, traditions, education, politics, race/ethnicity, and sports/leisure. They also discuss how things like clothing, tattoos, piercings, and facial hair are often dictated by cultural values, traditions, and norms. 

Week 5 begins with an activity called "Home-Work-Play" where students discuss where they fall on various cultural continua (like face, uncertainty, power distance, etc.) depending on whether they are at home, at work, or in social situations. Then, they discuss the global refugee crisis, focusing specifically on the difference between migrants/immigrants and refugees. They also hear personal experiences of refugees and attempt to understand how it would feel to be forced to upend their lives and start over somewhere different, where they are most likely a minority. 

In Week 4, students continued discussing Hofstede's cultural dimensions, and they were introduced to the Intercultural Development Inventory. The instructor also facilitated the following activities:

• Dividing the Spoils, to reflect on individualism vs. collectivism
• The Parable, to identify how cultural values affect decision-making

In Week 3 students continued conversations about worldwide education but also began discussing the relationship between business and culture. They used Hofstede's Value Dimensions to discuss cultural differences across countries. 

Week 2 focused on educational challenges across the world and the relationships between society, culture, and education. Students discussed whether they believe education is a right or a privilege, and they completed an activity called "Levels." In this activity, students are presented with life at four different levels of income and what people have to do survive at those levels (their priorities, motivations, etc.) and what they have to do to advance.