Canadian & World Studies · Grade 12

Active learning ideas

The Ethics of Artificial Intelligence

Active learning works well for this topic because ethical debates about AI require students to wrestle with complex, real-world dilemmas where facts and values intersect. Students need opportunities to practice applying ethical frameworks, testing their own assumptions, and collaborating to find balanced solutions.

• Ontario Curriculum Expectations
• ON: Ideas, Ideologies, and Culture - Grade 12
• ON: Global Issues and Challenges - Grade 12

• 25–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 60 min · Small Groups

Simulation Game: The AI Ethics Board

In small groups, students act as an ethics board for a tech company or a government agency. They are given a proposal for a new AI tool (e.g., facial recognition for policing or an algorithm for hiring) and must decide whether to approve, modify, or reject it based on ethical criteria.

Evaluate whether there should be an international treaty to regulate AI development and use.

Facilitation Tip

During the AI Ethics Board simulation, assign roles deliberately to ensure conflicting viewpoints are represented, even if students disagree with them.

What to look for

Pose the question: 'Given the rapid pace of AI development, is it more effective to pursue international treaties or voluntary ethical guidelines for AI governance?' Facilitate a debate where students must support their stance with evidence from case studies on AI's impact.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: AI and the Future of Work

Small groups research which job sectors in Canada are most likely to be impacted by AI and automation. They create a 'Risk and Opportunity' report and propose a policy (like retraining programs or a basic income) to support workers.

Analyze how algorithmic bias can reinforce existing societal inequalities.

Facilitation Tip

For the AI and the Future of Work investigation, provide students with a mix of quantitative data and human-centered stories to help them see both the scale and the individual impact of labor displacement.

What to look for

Present students with a scenario describing a new AI application (e.g., AI-powered hiring tool, AI facial recognition for public spaces). Ask them to identify one potential ethical concern and one potential benefit, and briefly explain how algorithmic bias might manifest in this specific context.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Should We Regulate AI?

Students read two perspectives: one arguing for strict government regulation of AI to protect rights, and another arguing that regulation will stifle innovation and put the country at a disadvantage. They discuss with a partner which approach is better.

Design ways AI can be used to strengthen rather than undermine democracy.

Facilitation Tip

When facilitating the Think-Pair-Share on AI regulation, have students first write down their thoughts privately to ensure quieter students contribute before group discussion.

What to look for

Students draft a short policy recommendation for regulating AI. They then exchange drafts with a partner. Each student provides feedback on whether the recommendation clearly addresses potential impacts on employment and human rights, and suggests one specific improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by grounding abstract concepts in concrete examples students can relate to, such as social media feeds or hiring algorithms. They avoid presenting AI ethics as a purely philosophical exercise, instead framing it as a design challenge where technical decisions have ethical consequences. Research suggests that students retain ethical reasoning better when they must defend their positions in low-stakes, iterative discussions rather than one-time debates.

Successful learning looks like students recognizing the tensions between innovation and regulation, articulating thoughtful positions supported by evidence, and demonstrating empathy for diverse perspectives. They should move beyond abstract ideas to connect AI ethics to tangible impacts on people's lives.

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Watch Out for These Misconceptions

• During the AI Ethics Board simulation, watch for students assuming AI systems are neutral because they are 'based on math and data.'

  Use the AI Ethics Board's deliberation time to prompt students to examine the data sources, the values embedded in the algorithm's design, and whose interests are prioritized or excluded in the system's deployment.

• During the AI Audit of their digital lives, watch for students claiming AI is a 'future' technology that does not yet affect them.

  Have students trace their daily interactions with AI tools (e.g., recommendation algorithms, predictive text, automated customer service) and identify at least one immediate impact on their rights or opportunities.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share