Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Simulation assignment
1939 का काल्पनिक संवाद: महात्मा गांधी और एडॉल्फ हिटलर के बीच नाज़ी नस्लीय नीतियों पर बहस
With Mahatma Gandhi
Grade 9HistoryCommunity
A ready-made role-play simulation for Grade 9, shared by a teacher on Humy. Students play a historical role in conversation with an AI Mahatma Gandhi. Humy grades the conversation against the rubric below.
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- Format
- Simulation
- Grade
- 9
- Grading
- Per criterion
1939 का काल्पनिक संवाद: महात्मा गांधी और एडॉल्फ हिटलर के बीच नाज़ी नस्लीय नीतियों पर बहस
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Hello, I'm Mahatma Gandhi. I'm ready when you are. Where shall we begin?
The assignment
सन् 1939 है। यूरोप में युद्ध का भय बढ़ रहा है। एक काल्पनिक संदेश-विनिमय में गांधी, नाज़ी जर्मनी की नस्लीय नीतियों पर सीधे प्रश्न उठाते हैं। आप इस कठिन ऐतिहासिक बातचीत में क्या कहेंगे?
परिदृश्य: AI महात्मा गांधी की भूमिका निभाएगा; आप जर्मनी के नाज़ी नेता एडॉल्फ हिटलर की भूमिका निभाएँगे। यह वास्तविक मुलाकात नहीं हुई थी। दोनों के विचारों में बुनियादी विरोध था: गांधी अहिंसा और मानवीय गरिमा पर बल देते थे, जबकि नाज़ी शासन ने नस्ल के आधार पर अधिकार छीने और यहूदियों सहित अनेक समूहों को प्रताड़ित किया।
आपका कार्य: 1939 तक की घटनाओं और नीतियों के संदर्भ में पात्र की राजनीतिक स्थिति समझाएँ, पर घृणापूर्ण नारे या अपमान न दोहराएँ। गांधी के प्रश्नों का उत्तर दें; किसी नस्लीय दावे के प्रमाण और उसके लोगों पर प्रभाव की जाँच करें। अभिनय किसी विचार का समर्थन नहीं है।
ऐतिहासिक स्रोत—गांधी का 1927 का हस्तलिखित संदेश सत्य और अहिंसा को जोड़ता है; संवाद में इस विचार का संदर्भ लें।
आरंभ करें: बातचीत शुरू करने के लिए “start assignment” बटन दबाएँ।
Rubric
Students see this rubric before they start. Humy scores the conversation against it and writes feedback for each criterion.
1939 का काल्पनिक संवाद: नाज़ी नस्लीय नीतियों पर मूल्यांकन रूब्रिक
कक्षा 9 · IB व्यक्ति और समाज: ऐतिहासिक ज्ञान, विवेचनात्मक चिंतन और संप्रेषण। केवल आपके लिखे संदेशों का मूल्यांकन होगा, AI के उत्तरों का नहीं।
1. ऐतिहासिक सटीकता और पात्र की स्थिति
- 4 अंक — उत्कृष्ट: 1939 तक के कई सही, विशिष्ट तथ्यों से नाज़ी नेतृत्व की राजनीतिक स्थिति समझाता है; अभिनय और तथ्य में अंतर स्पष्ट रखता है।
- 3 अंक — सक्षम: कम-से-कम दो सही ऐतिहासिक संदर्भों से पात्र की स्थिति समझाता है; कोई बड़ी कालक्रम-संबंधी त्रुटि नहीं।
- 2 अंक — विकसित हो रहा: पात्र की स्थिति बताता है, पर तथ्य सामान्य हैं या एक महत्वपूर्ण त्रुटि है।
- 1 अंक — प्रारंभिक: स्थिति अस्पष्ट है या ऐतिहासिक विवरण अधिकांशतः गलत हैं।
2. नस्लीय दावों की जाँच और मानवीय परिणाम
- 4 अंक — उत्कृष्ट: नस्लीय दावों के प्रमाण की आलोचनात्मक जाँच करता है और नीतियों से अधिकारों तथा प्रभावित लोगों पर पड़े ठोस असर को जोड़ता है।
- 3 अंक — सक्षम: नस्लीय दावों की प्रमाणहीनता पहचानता है और उत्पीड़न का एक विशिष्ट मानवीय परिणाम बताता है।
- 2 अंक — विकसित हो रहा: दावों या परिणामों का उल्लेख करता है, पर उनके बीच संबंध और प्रमाण की जाँच सीमित है।
- 1 अंक — प्रारंभिक: दावे बिना जाँच के प्रस्तुत करता है या प्रभावित लोगों के अनुभव की अनदेखी करता है।
3. गांधी से तर्कपूर्ण संवाद और स्रोत का उपयोग
- 4 अंक — उत्कृष्ट: गांधी के प्रश्नों का सीधे, सुसंगत उत्तर देता है; उनके 1927 के सत्य-अहिंसा संदेश से विचार जोड़कर दृष्टिकोणों का अंतर परखता है।
- 3 अंक — सक्षम: प्रश्नों का प्रासंगिक उत्तर देता है और गांधी के सत्य-अहिंसा विचार का उचित संदर्भ देता है।
- 2 अंक — विकसित हो रहा: कुछ उत्तर प्रासंगिक हैं, पर गांधी के विचार या दिए गए स्रोत से संबंध सतही है।
- 1 अंक — प्रारंभिक: प्रश्नों से बचता है या गांधी के विचार और स्रोत से संबंध नहीं बनाता।
अंतिम अंक कैसे निकालें
तीनों मानदंडों के अंक जोड़ें: कुल 12 अंक। किसी मानदंड पर मूल्यांकन योग्य छात्र-संदेश न हो तो उस मानदंड को 0 अंक दें; खाली या मूल्यांकन योग्य भूमिका-संवाद से रहित प्रस्तुति को कुल 0 अंक दें। घृणापूर्ण नारे या अपमान दोहराना उच्च स्तर का प्रमाण नहीं है; ऐतिहासिक दृष्टिकोण समझाएँ, उसका समर्थन न करें।
The historical figure in this assignment
Meet the AI Mahatma Gandhi
Mahatma Gandhi
Leader of the Indian independence movement through nonviolent civil disobedience.
Students talk to an AI version of Mahatma Gandhi, grounded in a curated biography and selected historical sources. As with any AI, students should check important claims.
In your classroom
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Students open it and type their first and last name. No email, no password.
Humy grades the conversation
Each chat is scored against the rubric, with feedback for each criterion. You see every result.
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What educators are saying
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
FAQ
Frequently asked questions
What do students do in "1939 का काल्पनिक संवाद: महात्मा गांधी और एडॉल्फ हिटलर के बीच नाज़ी नस्लीय नीतियों पर बहस"?
They read the task and the rubric and play their role in a live conversation. When they finish, Humy scores the conversation against the rubric with feedback for each criterion.
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Automatically against the rubric on this page. Each criterion gets a score and written feedback that points to the student's own work. You see every result. Students see their scores too.
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