[Activity Guide] Deepfakes: What Are the Potential Risks?

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🎯 Learning Intention

By the end of the activities, students will be able to reflect on the ethical issues related to deepfakes, particularly regarding misinformation, reputation and consent, and adopt responsible online behaviour.

The proposed activities aim to:

• develop their critical thinking skills when interacting with digital content;
• encourage reflection on the impact of deepfakes on individuals and society;
• promote ethical and responsible use of digital technologies;
• support understanding and explanation of concepts related to artificial intelligence;
• encourage clear communication using various digital tools.

These activities align with curriculum expectations related to media literacy, critical thinking, and citizenship education across Canadian education systems, where these competencies are integrated across subjects.

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👀 Context

Have you ever heard of deepfakes?

A deepfake is an artificial intelligence-based technology that alters videos or recordings to make a person appear to say or do something they never actually said or did. In practice, this often involves placing a face or voice onto another video to create a very realistic result.

In recent years, more of these videos have appeared, especially on social media. Some have drawn public attention, including a video in which Barack Obama appears to insult Donald Trump. Altered videos of Tom Cruise have also circulated widely online, showing how convincing these edits can be.

Today, it is becoming increasingly difficult to tell what is real online. This raises important concerns about misinformation, reputation and security. (Source: Internet Matters)

This guide helps students develop critical thinking skills and use strategies to analyze the digital content they encounter every day.

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💡 Activity Suggestions

☝️ Activity: Defining Key Concepts

Activity Description: Students define the concept of deepfake and a related concept, then make the connection between the two by providing an example and its impact, with the goal of explaining these ideas in a way that is easy to understand.

Subject Area: English / Social Studies / Civics (or Citizenship Education; Culture and Citizenship in Québec)
Grade Level: Grades 9–11

Several concepts related to digital media are common today, such as deepfakes, misinformation and disinformation. But what do these terms really mean, and how are they connected? As these issues become part of students’ daily lives, it is important to understand them in order to develop critical thinking and sound judgment.

Students explain complex concepts in ways that are accessible to a younger audience. This activity supports deeper understanding and clear communication.

1. Introduction

Ask students if they are familiar with the term deepfake and what it means. Encourage them to reflect on the following question: Can everything seen online be trusted?

2. Research

Students work with the following concepts:

• Deepfake (required)
• One concept of their choice from the following: misinformation, disinformation, consent, image rights, reputation, cyberbullying, reliable source, fact-checking

Students consult reliable sources (e.g., Britannica, Government of Canada, Internet Matters).

Students must:

• write a simple definition of each concept
• show how the two concepts are related
• provide a concrete example
• explain a possible impact

3. Production

Students create:

• an infographic, or
• a sketchnote

The final product should:

• explain both concepts
• show the connection between them
• include a concrete example and an impact
• be adapted for a younger or less experienced audience

Sketchnote

This note-taking method combines text and drawing to help make thinking visible and explain concepts that may be difficult to understand using words alone. Students can use paper or applications such as Paper, Sketchbook or Sketches School. A digital pen is not required but can help with precision.

Infographic

Students can use tools such as Canva, PowerPoint, Google Slides or Keynote to create a clear and visual infographic.

An infographic presents information clearly and concisely using visual elements (such as images, icons, and diagrams) and minimal text. Information should be well organized and easy to understand for the intended audience. A simple, clean design with limited text and colours is recommended, and sources should be included. (Source: University of Western Ontario and Monash University)

• Canva offers many ready-to-use infographic templates that are easy to customize.

Checklist (for students)

4. Presentation

Ask for volunteers to present their work to the class.

Key instruction (to remind students): Explain your concept clearly and simply, as if you were speaking to someone unfamiliar with the topic.

☝️ Activity: What Are the Risks Associated with Deepfakes?

Activity Description: Students reflect on the risks of deepfakes using real-life situations and develop their critical thinking in digital environments.

Subject Area: English / Social Studies / Civics (or Citizenship Education; Culture and Citizenship in Québec)
Grade Level: Grades 9–11

This activity develops students’ ethical thinking and sense of responsibility when engaging with digital content.

1. Introduction

Ask students to reflect on how increasingly realistic videos have become, and how difficult it can be to tell what is real from what is not online.

Using an interactive tool such as Wooclap (e.g., word cloud or open-ended questions), ask students to respond to the following questions:

• Can you always trust what you see in online videos?
• What problems can a fake video that appears real cause?
• Can this type of situation happen only to celebrities, or also to everyday people? Explain.

Display responses in real time to support a group discussion.

2. Scenario

Present an example to help students reflect on a real-life situation. Use a real case or one adapted to the students’ context.

Students may read this case study presented as a news article, inspired by a real situation that occurred in a school in Edmundston (N.-B.) (reference: article in French only here), involving deepfakes targeting students and school staff.

Ask students to reflect on the following questions:

• Why are these videos dangerous, even if they are fake?
• What responsibility do students have when creating or sharing this type of content?
• If you receive a video of a friend making false claims and suspect a deepfake, what would you do before reacting or sharing it?
• What consequences could someone face for using deepfakes to make fun of someone online?
  • A teenager or adult who engages in this behaviour may face serious consequences. They may be arrested by the police, charged with an offence and receive a sentence, which may result in a criminal record. In addition to criminal charges, they may also be taken to civil court and required to pay compensation to the victim for the harm caused. (Source: Educaloi)

 🗣️ Have students discuss in small groups, then share their ideas with the class.

3. Production

Ask students to write a short awareness message (75 to 150 words) for other students.

Key instruction: Write an awareness message for students of the same age to encourage responsible behaviour when dealing with deepfakes.

The message should:

• explain why deepfakes can be dangerous
• include at least one example
• suggest one or two ways to respond or verify a video

Students can use a digital document (e.g., Word, Google Docs or Pages) to support their writing.

☝️ Activity: How to Identify Deepfakes

Activity Description:  Students learn how to identify deepfakes by analyzing visual and audio cues, while developing critical thinking as digital citizens in the context of misinformation.

Subject Area: English / Social Studies / Civics (or Citizenship Education; Culture and Citizenship in Québec)
Grades :  9–11

1. Introduction

Have students reflect on how difficult it can be to identify a fake video.

Using an interactive tool such as Wooclap (e.g., word cloud), ask:

• When you come across a video on social media, or someone sends you one, how do you know if it’s real or fake? 

Expected responses may include: checking the source, questioning the content, looking closely at details (image and sound), searching online or comparing with other sources.

2. Identifying Deepfakes

Help students learn how to spot a fake video by pointing out signs (e.g., inconsistencies in the face, voice, movements or overall context).

You may use a video from BBC Newsround that shows examples of deepfakes and explains how to spot them. This shows that even if deepfakes look realistic, certain details can help identify them. Ask students to take note of the signs mentioned.

Note: You may use any recent and relevant video that shows examples of deepfakes and strategies to identify them.

Then ask students:

• What signs can help identify a deepfake?
• Is it easy or difficult to detect?

3. Being a Responsible Digital Citizen

Have students reflect on the tools available to verify whether a video is real.

Deepfakes are now so realistic that it’s often almost impossible to tell a real image or video from a fake. Even humans get it right only about half the time, making them particularly misleading. (Source: Mila)

In addition, detection tools are not always reliable. Technology evolves quickly and can outpace existing systems. It is important to develop critical thinking and learn to analyze content independently, rather than relying only on tools. (Source: Mila)

🎥 You may present a video from CBC Kids News to illustrate these issues.

🗣️ Have students discuss in small groups (2–3 questions), then share with the class:

• Can detection tools always be trusted? Why?
• Why is it important to verify information before sharing it?
• What impact can deepfakes have on individuals or society?
• Do individuals have a responsibility when it comes to misinformation?

4. Verification Strategies

Ask students to create a checklist.

Students may use a digital tool (e.g., Word, Google Docs, Canva or PowerPoint) to organize their work.

The goal is to help students develop the skills to assess the credibility of digital content on their own. This checklist can be reused in other school or personal contexts.

☝️ Activity: Deepfakes — Without Consent, It’s Not Okay

Activity Description:  Students reflect on consent by analyzing examples of deepfakes, discussing their ethical implications and consequences, and explaining their understanding of the concept.

Subject Areas: English / Social Studies / Civics (or Citizenship Education; Culture and Citizenship in Québec)
Grade Level: Grades 9–11

To create a film project featuring the late actor Val Kilmer, artificial intelligence is used to recreate aspects of his voice and image, with the support of his estate.

Have students reflect on the importance of consent in the use of deepfakes by guiding them through a series of questions. Start by referring to the example of the late actor Val Kilmer to highlight a case where consent was provided through his estate rather than directly by the individual. Then expand the discussion to situations where consent is not respected. Ask students to consider the possible consequences for individuals, and then broaden the discussion to larger issues, such as impacts in social, political or media contexts.

Students may read an article from The Guardian about the use of artificial intelligence to recreate the late actor Val Kilmer, with the support of his estate, and reflect on the ethical issues related to consent.

Next, ask students to create a word cloud (for example, using Wooclap, another digital tool or the board) to show what they associate with the term “consent.” Ask them to write one, two or three words that reflect their understanding of the concept, then discuss the results as a class.

Remind students that deepfakes are often created and shared without the consent of the people involved, whether they are public figures or private individuals. 

Here are some questions you can ask students to help them reflect on the importance of consent in the use of deepfakes, both for individuals and in broader contexts.

• In the case of Val Kilmer, why is consent (through his estate) important?
  • Consent is important because it helps respect the individual, ensures some level of control over how their image and voice are used, and supports a more ethical use of technology, even after death.
• What happens when an image or video is used without a person’s consent?
  • When content is used without consent, it can lead to misuse of a person’s image, loss of control over their identity, manipulation or deception, and a violation of their rights.
• What are the possible consequences for a person whose image is used without permission?
  • Consequences may include harm to reputation, humiliation or distress, cyberbullying, loss of trust from others, and personal or professional impacts.
• In your opinion, is consent always respected in deepfakes? Why?
  • Consent is not always respected in deepfakes. This is due to how easy they are to create and share, the desire for viral content, the lack of clear rules, and the difficulty of identifying who is responsible.
• In broader contexts (politics, conflict, identity or surveillance), what risks can arise when consent is not respected?
  • In broader contexts, lack of consent can lead to manipulation of public opinion, the spread of false information, misleading content on social media, the misuse of public figures’ images, identification errors, and the use of content to influence people, especially in political or conflict situations.

Resources to Share with Students

Some content related to deepfakes, misinformation, or cyberbullying may prompt a range of reactions in students, such as worry, confusion, or discomfort. It is therefore important to remind them that support resources are available and that they can reach out if needed.

The following resources can be shared with them:

• Kids Help Phone
• Tel-jeunes
• Cybertip

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🔎 To Learn More

What is a deepfake?
Internet Matters

Get Cyber Safe
Government of Canada

Online Harms: AI and Deepfakes
Cybertip.ca