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.”
Interview assignment
Interview with Abraham Lincoln on Leadership During Crisis
With Abraham Lincoln
Grade 12HistoryHumy team
A ready-made interview for Grade 12. Students question an AI Abraham Lincoln in a live chat. Humy grades the conversation against the rubric below.
Free teacher account · 20 AI messages a month · No credit card
- Format
- Interview
- Grade
- 12
- Grading
- Per criterion
Interview with Abraham Lincoln on Leadership During Crisis
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Hello, I'm Abraham Lincoln. I'm ready for your interview. What's your first question?
The assignment
In this assignment, you will engage in an interview with Abraham Lincoln to explore his leadership decisions during the American Civil War. Your goal is to analyze and understand his strategies, decisions, and the moral and ethical challenges he faced as a leader in one of the most critical periods of American history. Think critically about how his choices shaped the future of the United States, both politically and socially.
Consider the following questions as a starting point:
- How did Lincoln balance the competing interests and pressures from different factions?
- What were Lincoln's primary motivations behind issuing the Emancipation Proclamation?
- How did Lincoln's personal values influence his leadership style?
- What were the biggest challenges he faced in maintaining unity and morale among the Union states?
- How did Lincoln's speeches, like the Gettysburg Address, impact public perception and support for the war?
Rubric
Students see this rubric before they start. Humy scores the conversation against it and writes feedback for each criterion.
| Criteria | Excellent (10-9 points) | Proficient (8-7 points) | Basic (6-5 points) | Needs Improvement (4-1 points) |
|---|---|---|---|---|
| Understanding of Lincoln's Leadership Decisions | Demonstrates a comprehensive understanding of Lincoln's leadership decisions, incorporating multiple perspectives and detailed analysis. | Shows a clear understanding with some analysis of Lincoln's decisions. Recognizes multiple perspectives but may lack depth. | Displays a basic understanding with limited analysis. Recognizes only some aspects of Lincoln's leadership. | Shows minimal understanding of Lincoln's decisions, lacking depth and comprehensive analysis. |
| Critical Thinking and Analysis | Exhibits sophisticated argumentation and advanced critical thinking. Effectively integrates multiple perspectives and uses comprehensive evidence evaluation. | Demonstrates strong critical thinking and analysis with good use of evidence. Integrates multiple perspectives but may miss some complexities. | Shows basic critical thinking skills with limited analysis. Evidence is used but not extensively or effectively. | Exhibits minimal critical thinking and analysis. Evidence used is insufficient or not relevant. |
| Use of Historical Evidence | Effectively integrates a variety of primary and secondary sources to support arguments. Evidence is thoroughly analyzed and contextualized. | Uses relevant primary and secondary sources to support arguments. Evidence is analyzed but may lack thorough contextualization. | Utilizes some primary and secondary sources but analysis is basic and lacks depth. Contextualization is weak. | Minimal use of sources with little to no analysis or contextualization. |
| Communication Skills | Exhibits clear, sophisticated communication. Ideas are well-organized and articulated, with few to no grammatical errors. | Communicates ideas clearly with good organization. Contains some grammatical errors but they do not impede understanding. | Communication is basic and may be unclear at times. Organization is present but weak. Several grammatical errors present. | Communication is unclear and poorly organized. Numerous grammatical errors that impede understanding. |
| Engagement and Creativity | Highly creative and engaging. Shows original thinking and deep engagement with the topic. | Engaging with some original thinking. Shows clear engagement with the topic. | Basic engagement with evident gaps in original thinking. | Minimal engagement and lack of creativity. Shows little original thinking. |
Final Score Calculation: Sum the points earned in each criterion. The total score will be out of 50 points, then converted to a percentage. Final grades will be assigned as follows: A (90-100%), B (80-89%), C (70-79%), D (60-69%), F (below 60%).
The historical figure in this assignment
Meet the AI Abraham Lincoln
Abraham Lincoln
16th President of the United States and leader during the American Civil War.
Students talk to an AI version of Abraham Lincoln, 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 Duplicate & edit 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 "Interview with Abraham Lincoln on Leadership During Crisis"?
They read the task and the rubric and ask their questions in a live chat. 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.
Can I change it for my class?
Yes. Open it in Humy and choose Duplicate & edit. 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.
Is Humy free to try?
Yes. A free teacher account includes 20 AI messages a month, shared with your students, plus all five assignment formats and auto-grading. No credit card.
Is Humy.ai safe and compliant for schools?
Yes. Humy.ai is used by more than 100 schools, universities and organisations. The platform is FERPA- and GDPR-aligned, supports SSO, and offers an IT-approval pack tailored for school procurement teams.
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