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
Cortés Meets Montezuma II: The Future of the Aztec Empire
With Montezuma II
Grade 9Social StudiesCommunity
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 Montezuma II. Humy grades the conversation against the rubric below.
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- Format
- Simulation
- Grade
- 9
- Grading
- Per criterion
Cortés Meets Montezuma II: The Future of the Aztec Empire
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Hello, I'm Montezuma II. I'm ready when you are. Where shall we begin?
The assignment
Tenochtitlan, 1519. Across the lake rises a city of temples, markets, and canals. Montezuma II receives you as the future of his empire hangs in the balance.
THE ENCOUNTER: Negotiate with Montezuma while pursuing your plan to conquer the Aztec Empire. Your words may shape whether this meeting leads to diplomacy, resistance, or violence.
Your roles
You are Hernán Cortés, a Spanish commander seeking power, wealth, and alliances. The AI plays Montezuma II, ruler of the Aztec Empire, who must weigh your intentions against the safety of his people.
Before you speak
Stay in character: address Montezuma formally, make historically plausible arguments, and ask about his concerns. Consider how Indigenous allies and Aztec leaders might view your plans. This is a historical simulation, not a record of their exact words.
Begin: Select the “start assignment” button, then greet Montezuma and state what you seek.
Rubric
Students see this rubric before they start. Humy scores the conversation against it and writes feedback for each criterion.
Grade 9 · 12 points possible · Score only the student’s messages, never the AI’s replies. Aligned with CCSS WHST.9–10.1, WHST.9–10.4, and SL.9–10.1.
1. Historical Grounding & Perspectives
4 pointsUses accurate, specific details of 1519 to explain Spanish aims and how Aztec leaders and Indigenous allies may view them.
3 points
Uses accurate historical details and considers both Aztec and Indigenous-allied perspectives.
2 points
Includes a plausible detail but treats other perspectives briefly or generally.
1 point
Relies on vague or misleading history and largely ignores other perspectives.
2. Negotiation & Argument
4 pointsAdvances a clear conquest strategy with historically plausible reasons; addresses Montezuma’s likely objections and the risks of diplomacy or violence.
3 points
States a clear aim, gives plausible reasons, and responds to a concern or possible objection.
2 points
States an aim but offers thin reasons or overlooks the consequences for Montezuma.
1 point
Makes demands without a coherent reason or meaningful negotiation.
3. In-Character Dialogue
4 pointsGreets Montezuma formally, states what Cortés seeks, asks a pointed question about his concerns, and adapts subsequent messages to his replies.
3 points
Greets him formally, states an aim, asks about his concerns, and responds clearly while staying in character.
2 points
Mostly stays in character but misses a required opening move or gives a limited response to his concerns.
1 point
Uses little formal dialogue, misses several required moves, or rarely engages with his concerns.
How to calculate the final score: Add the points earned for the three criteria, up to 12. Give 0 points for a criterion with no assessable evidence in the student’s messages. A blank submission or one with no relevant student role-play earns 0 out of 12.
The historical figure in this assignment
Meet the AI Montezuma II
Montezuma II
Aztec emperor during the Spanish conquest of Mexico.
Students talk to an AI version of Montezuma II, grounded in a curated biography and selected historical sources. As with any AI, students should check important claims.
In your classroom
Ready for your class in three steps.
Open it in Humy
Create a free teacher account, open this assignment and choose Copy to my assignments to make it yours.
Share the link
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 "Cortés Meets Montezuma II: The Future of the Aztec Empire"?
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.
How is it graded?
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.
Who made this assignment?
A teacher on Humy who shared it with every school. Shared assignments are listed only after they pass Humy's automated content review, and Humy can take one down if it's reported.
Can I change it for my class?
Yes. Open it in Humy and choose Copy to my assignments. You get your own copy of the task, rubric, grade and questions to change before you share it.
Do my students need accounts?
No. Students open the link you share and type their first and last name. No email, no password.
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Give this assignment to your class.
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